ARMY MEDICAL LIBRARY
WASHINGTON
Founded 1836
Section.
Number 3.2LCL^-A-^.
Fobm 113c, W. D., S. G. O.
-10543 (Revised June 13, 1936)
*ft**fc>£ v**\V*N
j>**» »«*
ELEMENTARY
FOR THE
DEAF AND DUMB
BY SAMUEL ^KERLY,
PHYSICIAN TO THE N. YORK INSTITUTION FOR THE INSTRUCTION
OF THE DEAF AND DU1IB.
ARRANGED
BY ORDER OF THE BOARD OF DIRECTORS,
UNDER THE INSPECTION OF THE
ISAIAH, CHAP. 29, V. 18.
•■ And in that Day shall the Deaf hear the Words of the Book"
NEW-YORK :
PRINTED BY E. CONRAD
No.- 4, Frankfort-st.
1821.
A3He
Southern District of New- York, ss.
Be it Remembered, That on the 2Mh day of April, in
the *5th year of the Independence of the United States of
America, the Directors of the New- York Institution for the
instruction of the Deaf and Dumb, of the said District,
have deposited in this Office the title of a Book, the right
whereof they claim as Proprietors, in the words and figures
following, to wit : Elementary Exercises for the Deaf and
Dumb, by Samuel Akerly, Physician to the New-York Institution for the
Instruction of the Deaf and Dumb, arranged, by order of the Board of
Directors, under the inspection of the Committee of Instruction. Isaiah,
di. 29, v. 18, " And in that day shall the Deaf hear the Words of the
Book'''' In conformity to the act of the Congress of the lfmledSt<ttet, s 'en-
titled an act for the encouragement of learning, by securing. tl&kcqmc$ «/•
maps, charts, and books, to the authors and proprietors of such copusTaur-
ing the time therein mentioned." And also to an act, entitled " an act, sup-
plementary to an act, entitled an act for the encouragement of learning,
by securing the copies of maps, charts, and books to the authors and pro-
prietors of such copies, during the times therein mentioned, and extending
the benefits thereof to the arts of designing, engraving and etching historic-
al and other prints,'" a. l. Thompson, Clerk of the Southern District of
New- York.
THE DIRECTORS
OF THE
Institution for the Instruction of the Deaf and Dumb,
TO THEIR FELLOW CITIZENS.
Three years have elapsed since the School was
opened for teaching persons who are incapable of hear-
ing and speaking; and during that time, eighty-two
individuals have received the benefit of instruction.
Many others have sought admission — But the funds do
not at present permit the Directors to receive any more
pupils, without at least a partial compensation. This
painful necessity to which the Directors find themselves
reduced of limiting their benevolence, emboldens them
to make an appeal to the public. From the liberality
heretofore manifested from this quarter, and from the
bounty of the Legislature, they, entertain an expecta-
tion that ample support will be afforded, and that the
blessings of revealed religion, as well as the lights of
knowledge, will continue to be shed upon these unfor-
tunate members of the human family.
The Directors have heretofore unsuccessfully appli-
ed to Congress for a donation of land, whereby they
might have been enabled to establish a permanent fund
for their object. The application seems to have failed
t ii ]
from a belief that there were very few Deaf and Dumb
.persons in the country, and that one School was suffici-
ent to instruct them all. It appears, however, by an
estimate derived from such data as we possess, that
there is one Deaf and Dumb person for every two thou-
sand of our population, or thereabout; that in the City
of New-York the proportion is greater, there being one
Deaf and Dumb person in every seventeen hundred, or
nearly so.
The petitions to the Legislature of the State have
ever attracted respectful attention, and produced libe-
ral donations. But, hitherto no permanent appropria-
tions have been made, apparently because the establish-
ment was in its infancy, and its administration not suffi-
ciently tested by experience.
The difficulty of procuring Teachers has been sur-
mounted. The School is conducted by instructers who,
in addition to capacity and kind dispositions, are zea-
lously devoted to the great work of instructing their
unfortunate pupils.
The embarrassment experienced from the want of a
plan or system of instruction, has also been removed.
A Book ha<> been compiled, containing a series of Les-
sons, in a regular and progressive order. This ele-
mentary treatise is now in use, and its beneficial opera-
tion is already manifest and acknowledged. The pub-
lication of this elementary book, rendered more costly
by reason of its numerous cuts, has added to the expense
of the year; on which account, the small number of co-
pies beyond the immediate supply of the School, are
offered for sale, under a belief that persons of curious
research into literature, and of friendly disposition to-
ward the School, may be inclined to purchase.
To all persons at a distance, and particularly to those
who reside beyond the limits of this Commonwealth,
the Directors take the opportunity of stating, that the
annual charge for a pay-pupil is one hundred and se-
venty dollars, including board, tuition, lodging, wash-
ing, and mending; the pupils furnishing their own bed,
bedding, and clothing. Tuition alone, is only an ex-
pense of forty dollars yearly.
The School at present contains fifty pupils, under
the care of one female and two male Teachers.
The Asylum has been newly organized and improv-
ed. The sexes are separated, and accommodated in
distinct houses. The males live with the Principal
Teacher — the females are under the protection of the
Superintendent.
That nothing might be omitted that may have a ten-
dency to preserve order and give satisfaction, the Asy-
lum, and more especially the female department, is
visited from time to time by an inspecting Committee of
Ladies. Under their direction, the girls, when not en-
gaged in the School, are exhorted to employ themselves
in needle-work, and in other occupations suited to their
situation.
The School-rooms are in the New- York Institution,
between the North Park and Chamber-street — where
citizens, desirous of witnessing the method of instruc-
tion and the improvement of the pupils, are admitted as
visiters.
Donations will be thankfully received, at the School,
of any amount or description, however small.
There also a book is kept for subscriptions, either by
the year or for life. The payment of three dollars an-
[ iv ]
nually, constitutes a member — and of thirty dollars at
one time, a member for life. Persons so contributing,
have the right of voting at the election of Officers and
Directors, at the annual meeting in May.
They who wish further or more particular informa-
tion, may receive it by applying to either of the Direc-
tors, or to the Superintendent, at the Asylum, No. 72
Chatham-street.
In behalf of the Institution for the Deaf and Dumb,
in the City of New- York,
SAMUEL L. MITCHILL,-|
STEPHEN ALLEN,
CHARLES G. HAINES, [> Committee.
PETER SHARPE,
THOMAS FRANKLIN,
JVew-JForfc, June 26th, 1821.
}
[ v ]
OF
THE NEW-YORK INSTITUTION
FOR THE
INSTRUCTION OF THE DEAF AND DUMB,
Elected 22<l of May, 1821.
Dr. SAMUEL L. MITCHILL, President.
Rev. JAMES MILNOR, D. D. 1st Vice-President.
SILVANUS MILLER, 2d Vice-President.
General JONAS MAPES, Treasurer.
Dr. SAMUEL AKERLY, Secretarv.
STEPHEN ALLEN, JOHN SLIDELL,
Rev. JOHN STANFORD, CHARLES G. HAINES,
Rev. ALEX'R M'LEOD, RICHARD WHILEY,
Rev. HENRY J. FELTUS, ISAAC COLLINS,
Rev. PHILIP MILLEDOLER, DANIEL E. TYLEE,
PETER SHARPE, THOMAS GIBBONS,
GARRIT HYER, CURTIS BOLTON,
RICHARD HATFIELD, AUSTIN L. SANDS,
THOMAS FRANKLIN, GULIAN C. VERPLANCK.
Dr. ALEX'R H. STEVENS,
The Directors have appointed the following persons a
Visiting Committee of Ladies, to visit the School and Asylum,
and attend to the wants of the Pupils, viz.
Mrs. ELLEN GALATIAN, Mrs. THOMAS STORM,
CHARLOTTE BOOKER, WILLIAM WARNER,
Dr. MITCHILL, GEORGE WARNER,
C. D. COLDEN. THOS. CARPENTER.
[ *l ]
The Sehool is continued in a part of the New-York Insti-
tution, where the Honourable the Corporation have provid-
ed rooms. The Directors have made the following arrange-
ment for the future government and direction of the School :
Dr. SAMUEL AKERLY, Superintendent.
Mr. HORACE LOOFBORROVV, Principal Teacher.
Miss MARY STANSBURY, Assistant ditto.
Mr. CLINTON MITCHILL, ditto ditto.
The male and female Pupils are separated, the male un-
der the care and direction of the Principal Teacher, at No.
122 Lombardy-street, and the females under the care of the
Superintendent, at No. 72 Chatham-street.
During the delay caused by the sickness of the engraver, the Committee
of Instruction have prepared the several articles forming the Appendix,
which it is hoped will be interesting to the reading community, particu-
larly that part relating to the infancy of Massieu, by himself. Massieu
was born Deaf, near Bourdeaux, in France, became a pupil of the Abbe
Sicard, and is now his Assistant, in Paris
Laurent Clerc, another pupil of the Abbe Sicard, returning from a late
visit to France, landed in New York, and was asked where Massieu was?
to which he replied by signs, that Massieu was in Paris, with Sicard, and
so strong was his attachment to his master, that he would live and die
with him.
ELEMENTARY
1 T^iT^-lf^T^ ?$ T*^
FOR THE
DEAF AND DUMB
BY SAMUEL JLKEKLY,
rilVSICIAN TO THE N. YORK institution for the instruction
OF THE DEAF AND DUMB.
ARRANGED,
BY ORDER OF THE BOARD OF DIRECTORS,
under the inspection of the
COMMITTEE OF INSTRUCTION.
ISAIAH, CH. 29, V. 18.
And in that day shall the Deaf hear the words of the Book."
new-york :
PRINTED BY E. CONRAD,
NO. 4, FRANKFORT-ST.
1821.
Asylum for the Deaf and Dumb,
NEW-YORK, 29th JUNE, 1819.
The Secretary reported, that the Certificate of Mem-
bership had been printed under his direction, as designed
by Dr. Mitchill, the President of the Institution.
The Secretary also reported, that the Seal, on the
margin of the Certificate, had also been designed by the
President, to whom that subject was referred at a former
meeting — that it had been engraved on wood, by Dr. An-
derson ; from which the impression on the Certificate of
Membership was made — and that the design is as follows :
viz.
JL human hand rising from the clouds, in the position
of thefrst tetter of the Deaf and Dumb Alphabet, with the
capital letter A, above it. Over the whole, in a wreath, are
the Latin words << vicaria linguje manus," ivhich mean,
that with the Leaf and Dumb, the hand performs the func-
tions of the tongue.
REPORT
OF THE
(TOMffiliTO^ ©» 3EHSffBW©ffI©a
The Committee appointed to prepare a System of
Elementary Education^ on behalf of the New-
York Institution for the Instruction 6f
the Deaf and Dumb, beg leave to submit the
following
The science of imparting instruction to the Deaf
and Dumb, in schools and seminaries, according to the
existing systems, is yet in its infancy, and must neces-
sarily be open to great and radical improvements.
Experience will suggest alterations, detect errors, and
multiply inquiries and illustrations. The process of
extending knowledge will become more brief, direct
and efficient, as a more perfect acquaintance with the
capacity of the Deaf and Dumb to receive it, is ob-
tained, by practice and experiment.
The want of a system, gradually to induct Deaf and
Dumb pupils into a knowledge of written language,
has been deeply felt by the institution for which your
committee act; and they were compelled, in the dis-
charge of their duty, to inquire into the manner of in-
[ o ]
structing Deaf Mutes in other countries, in order to de-
termine upon a plan that would be applicable to our
own situation and circumstances. They find that there
are two principal methods of instruction — the French
and the English. The English system contemplates
the teaching of pupils to speak, and is generally adopt-
ed in the different schools of Great Britain. The
French system, by which this attempt is discarded, is
almost universally approved of on the continent, and
has received a preference in our own school.
No doubt can be entertained, but that the Deaf and
Dumb may be taught to speak, after about five year's
instruction ; but when this faculty is obtained, it is im-
perfect and difficult of exercise. The voice is disagree-
able, harsh and monotonous, and the articulations pain-
ful to the hearer. It has been observed in the schools
of Europe, that when pupils are left to converse among
themselves, that they never resort to oral communica-
tion ; and when they leave the seminaries of instruc-
tion, they soon cease to exercise the organs of speech,
and sink into their former mute condition. A depriva-
tion of the sense of hearing, and the difficulty of recol-
lecting what muscles are brought into action, to effect
the pronunciation of certain words, constrain them to
a resort to their natural gestures, or to an expression
of their ideas, by writing. It appears to the commit-
tee, that the time consumed in teaching them elocution,
could be more usefully devoted, in giving them a cor-
rect knowledge of written language.
Although it is not here intended to detract from the
merits of Dr. Watson's Book, it must, however, be con-
sidered as a partial and incomplete system. It contains
only a short vocabulary of words, accompanied by a
[ ? J
promiscuous series of engravings, wholly destitute of
explanation. Those who undertake to adopt it, in a
course of instruction, will find themselves involved in
difficulties and embarrassments. The introductory dis-
course must, however, be viewed as deeply subserving
the interests which the author labored to promote, and
is a valuable acquisition to the world.
The Abbe Sicard, who is the great benefactor of
the Deaf and Dumb, on the continent of Europe, has
improved upon his distinguished predecessor, the Abbe
de L'Epee. He has written copiously on the subject
under consideration, in his work entitled, A Course
of Instruction for the Deaf and Dumb, and also
in his subsequent work, The Theory of Signs. It is
much to be regretted, that we have no translations of
these two celebrated productions. Could the know-
ledge which they impart, be extensively known in the
United States, the necessity of sending to Europe for
instructors to superintend the education of the Deaf
and Dumb, would be obviated, and a clear and com-
prehensive method secured.
Mr. Gallaudet, the Principal of the Hartford In-
stitution, in the State of Connecticut, has published a
small work for the use of the pupils under his super-
intendence. This is the only book of its kind, known
in this country, and is the only one in the English lan-
guage, which approaches to any thing like system.
It consists of four parts. The first division contains
thirty-six sections, each of which is intended for a les-
son. The words of these lessons are principally sub-
stantives, accompanied with a few verbs and adjec-
tives. One section consists of prepositions, one of num-
bers, and another embraces the conjugation of the
[ s 3
verbs. The second division contains twenty-eight sec-
tions of short phrases, mostly agreeing with the les-
sons of the first division, on the subject to which they
rdate. The third part is a series of short sentences,
succeeding each other, in promiscuous order, and is
concluded by several dialogues, composed of brief
questions and answers. And the last division is made
up of short sentences, to illustrate and explain the de-
grees of comparison, and the possessive pronouns.
The use of several small words is ;ilso exemplified.
This whole work contains about 3000 words and
2000 sentences. Its utility is greatly diminished by
the want of a simple and comprehensive key, and for
our own institution, it is no better than any other school
book of words and sentences. It is destitute of plates,
introductory remarks, and annotations.
The committee have now the pleasure of presenting
to the board of directors, a system of instruction,
which they ardently hope, will meet the great and sa-
lutary purpose for which the institution in the city of
New- York was established. It will make an octavo
of nearly 300 pages, embracing that systematic ar-
rangement, those explanations and figures, which can-
not but greatly facilitate and simplify the attainment
of knowledge, and prove of vast advantage, both to
the teacher and the pupils. The committee cannot but
indulge in the hope, that it may prove an advantage to
other schools of the Deaf and Dumb, as well as to
common schools, in opening to the minds of children,
a correct knowledge of our language.
The introductory remarks attached to the work
herewith presented, explain the method of arrange-
ment, and the manner in which teachers should pro-
[ 9 ]
ceed. These are so full, so clear, and so circumstan-
tial, that it is unnecessary for us to say more, than that
the system is an improvement upon all those which
have preceded it, in the English language. It differs
from that produced by Dr. Watson, in having a more
extensive vocabulary of words, an equal number of
figures marked and designated, and by entering imme-
diately, simply, and progressively, into the construc-
tion of the language. We consider it as possessing
superior advantages to the work published at Hart-
ford, inasmuch as the latter contains fewer words and
sentences, no figures or explanations, and does not go
so extensively into the nature of things, and a know-
ledge of the English tongue. It adapts the French
system to our dialect, is entire in itself, and cannot fail,
in the estimation of your committee, of leading to an
easy knowledge of written language.
To Dr Samuel Akerly, the institution and the
public are greatly indebted. To his zeal, abilities and
industry, we owe the system now recommended for
adoption. He has digested and arranged the mate-
rials, and delineated more than 600 of the figures
which accompany it. Amid other cares, and all the
calls incident to professional pursuits, he has given way
to the elevated feelings of humanity, and attended to
the silent appeals of those unfortunate and helpless
beings, whom God has precluded from expressing their
wants, or describing their afflictions. Animated by a
sense of duty, and the hope of serving the great inte-
rests of benevolence, he has patiently overcome obsta-
cles, and devoted many months to labors and details,
little compatible with intellectual pleasure, or the ex-
tension of personal fame. While we feel sensible that
L 10 ]
his services have not been bestowed in vain, We alse
feel confident that his praises will be treasured up, in
the grateful recollections of an intelligent and reflect-
ing community.
The committee, in terminating one of the most diffi-
cult duties which has ever been assigned to any por-
tion of the board, feel bound to express a hope, that
the directors of the institution will not forget the inte-
rests entrusted to their zeal, fidelity and perseverance.
It is vain that a new system of instruction is prepared
and adopted, if the means of applying it shall be want-
ing. Much remains to be done. To place the insti-
tution on that solid basis of pecuniary independence,
that will comport with its nature and success; to pour
into it those steady streams of patronage, which flow
from the liberality of an enlightened government; to
render it the permanent and happy asylum of those un-
fortunate and neglected members of the human family,
whose privations call for the guardian expressions of
compassion and benevolence, should be the end of our
common and ardent exertions. At a period when the
diffusion of civilization and knowledge is illumining
the darkest regions of the globe ; when an unseen and
omnipotent arm is stretched out for the redemption of
tribes and empires from the shackles of ages ; when the
metropolis in which we live, and the state to which we
belong, are so zealously devoted to a cause that em-
braces the improvement and happiness of mankind ;
deeply would it be deplored, if one of the noblest asso-
ciations that has ever sprung from the efforts of an
active and practical charity, should be suffered to
waste away under the cold and depressing tendency of
public neglect. Rather may it stand to commemorate
t " ]
the spirit of the age, and embolden, exalt and invigo-
rate, tbc views and efforts of posterity !
SAM'L L. MITCHILL,
JAMES M1LNOR,
CHARLES G. HAINES, { Commitle ^
ALEX. M'LEOD,
New- York, October, 1820.
mmwwAi
ADDRESSED TO THE
COMMITTEE OF INSTRUCTION.
The following plan of teaching Deaf Mutes is, with
deference, submitted to the committee of instruction.
It is an elementary work for the instruction of that
unfortunate class of human beings, whose numbers are
not small, and whose tongues are locked up in pro-
found silence, and unable to relate the history of their
own privations.
The New- York Institution for the Instruction of the
Deaf and Dumb, has been more than two years in suc-
cessful operation. The number of Deaf Mutes that
have been received in the school, from different parts
of the state and the adjoining states, together with in-
formation collected of many others, has excited the
astonishment of all, as to the number actually living
who require instruction, and who, without it, must re-
[ 12 ]
main passive beings, a burthen to their friends and to
society, and who must continue forever in the obscurity
of mental darkness, without the aids of reason or of
revelation.
Before this institution went into operation, so igno-
rant were we of the extent of the calamity of deafness
in our own country, that doubts existed as to the
propriety of opening a school for the Deaf and Dumb,
on the presumption that their number would not war-
rant the exertion or expense. After numerous meet-
ings and discussions on the subject, these doubts were
removed, by a report of the several committees ap-
pointed in 1816, in which the names of more than sixty
were enumerated, then residing in the city of New-
York. In some parts of the city the committees did
not act, and the report was incomplete, but it was be-
lieved that there were at least seventy in the whole;
being, according to the present population of New-
York, about one in 1700.
These facts led to a plan for collecting the pupils, ■
and organizing a school for the Deaf and Dumb, which
was opened in May, 1818. The school has flourished,
and the pupils have increased, and it has been a pleas-
ing spectacle to the directors of this institution, as well
as many others who have visited the school, to see
their thirst for knowledge, and their aptitude in acquir-
ing information. The method which has been pursued
in teaching the Deaf and Dumb in this institution, is
substantially that of the Abbe Sicard ; but" the manner
has been very desultory. Hence the principal teacher
recommended the digesting a plan which should be
systematic and progressive, and adapt the French me-
thod to the English language. This subject having
I 13 ]
been under the consideration of the directors, was re-
ferred to the committee of instruction, and the outline
of a plan having been submitted to them by one of
their members, the writer was requested to proceed,
which has caused the ensuing plan to be now submit-
ted for their inspection and approbation.
Since the opening f the school in New- York, sixty-
nine pupils have been received, and from information
obtained, there appears to be Deaf Mutes in the state,
of a proper age for instruction, sufficient to supply a
constant series of pupils for an institution of the kind.
One other fact has been developed by inquiry, showing
that there will always be pupils requiring instruction
and the aid of benevolence. It is ascertained that a
majority of the pupils who have been received in the
New-York Institution for the Instruction of the Deaf
and Dumb, became deaf from sickness, and were not
born so. The subject acquires additional importance
from this fact, inasmuch as all children are liable to
become deaf from sickness, and dumbness follows.
The most general idea that prevails on the subject is,
that the Deaf and Dumb are [e\v in number, and that
their deafness arises from original mal-conformation.
From the proportion of Deaf Mutes in the city, there
are supposed to be more than 500 in the State of
New-York, and at least 5000 in the United States.
This offers an argument in favor of institutions for the
Deaf and Dumb; and as all cannot be accommodated
in one establishment, other schools must arise in other
of our principal cities and states. If, therefore, they
are to be taught, they should be instructed after a
method that is regular, systematic and progressive.
Such the following professes to be.
[ 14 1
The best method of teaching the Deaf and Dumb
is that of the French, as detailed in the works of the
Abbe Sicard. These are his Cours <V instruction (Tun
Sourd-Muet cle naissance, and his Theorie des Signcs.
In the work herewith presented to the committee, an
attempt is made to adapt his system to the English lan-
guage, with alterations and amendments, which wc
shall proceed to explain.
The great object of the work is to give to the Deaf
and Dumb, a knowledge of spoken language, as it is
written in English. The celebrated Abbe Sicard has
done this in French, suitable to the idioms of that
tongue, by converting the universal language of signs
into the corresponding signs for words spoken. The
principles are laid down in his writings, but the detail
is left as a task for future teachers. The great out-
line by the French master is applicable, mutatis mu-
tandis, to the instruction of the Deaf and Dumb in our
vernacular tongue. In executing the charge assigned
to the writer, the authors extant on the subject were
necessarily consulted; and besides the Abbe Sicard's
works, Dr. Watson's book, and that of the Hartford
Institution in Connecticut, are the only practical ones
that have fallen into his hands. Speculative works,
and those in which the subject is abstractedly consi-
dered, have been of little or no service. The subject
of education generally has occupied his attention, and
he has been aided in the consideration of it, by the
perusal of other school books not intended for the Deaf
and Dumb. Among these, the school books of Mr.
Albert Pickett, of New- York, are acknowledged with
pleasure, and Dufiefs Nature Displayed, as well as the
Orbis Pictus of Comenius, for teaching Latin.
I 15 }
The subject matter of the work presented to the
consideration of the committee, is divided into eighty-
five exercises. These are not of any determinate
length; some being shorter, and some longer, accord-
ing to the particular point to be illustrated. It will, of
course, be left to the teachers to divide them into sec-
tions or lessons, suitable to the capacity or progress of
the pupil.
The Deaf and Dumb are to be taught by natural
signs, converting them into written signs, which are
the representatives of spoken language. This then is
only translating one language into another. Whoever
attends to their instruction will find that their language
is well understood by one another, and that they have
a capacity, and an aptitude to learn, surprising to all.
When they shall have become acquainted with written
language, the object of instruction is in a great mea-
sure obtained. They will then be more nearly on a
par with their fellow creatures; and as they can com-
municate by writing, their signs and gestures will be
laid aside, except with one another. This is to be
explained on the same principle that two persons who
can speak a foreign language, use it when in a foreign
country, but when they meet or return home, they use
their vernacular tongue When Deaf Mutes become
sufficiently acquainted with written language, as easily
and readily to translate signs into words, there can be
no limit to the extent of their acquirements, and parents
may teach their children according to the abundance
of their means.
In taking a view of the work which is to lead to a
result so desirable, it may be examined with respect to
[ 1« ]
three points. ]. The teaching of letters. 2. The
teaching of words ; and 3. The teaching of sentences.
I. The Teaching of Letters. The first step in
teaching the Deaf and Dumb is the same as that of
other children, who are first taught their letters. The
letters of the alphabet are represented by manual signs,
which the pupil is practised in by means of engravings,
with the letters over their respective signs. The capa-
city and memory of the Deaf and Dumb is generally
so good, that they learn their letters with a great deal
of facility. When they have arrived at or near to
adult age, and their hands have been stiffened with
work, there is sometimes an awkwardness in acquiring
the proper position of the fingers, but no difficulty in
recollecting them.
The signs that have been adopted in this school, are
those of the single-handed alphabet of the Abbe de
L'Epee and Sicard. Some of the pupils, of their own
accord, have learned the double-handed alphabet of
Dr. Watson, as used in England. This alphabet is
inferior to that of the French, and is a strong evidence
of national prejudice in adopting a bad plan, when a
better was known and at hand. We cannot orive a
stronger objection to the English alphabet, than was
made by Richard Sip, of New-Jersey, one of the pupils
of this institution, on comparing it with the French,
both of which he had learned. On opening Dr. Wat-
son's book, he went on to show that he could not hold
it, as he wanted the use of both hands in making the
letters. If he laid it down the leaves would close, and
he was therefore under the necessity of taking it in his
mouth, which was ridiculous, and then he could hardly
see. After this exhibition he put the book on the table.
[ w ]
and made the sign for had. But the French alphabet,
he next proceeded to show, was best, because he could
hold the book with one hand, and make the letters with
the other.
It requires patience and perseverance to teach the
Deaf and Dumb; and as the preliminary, steps are all
important, it will not be amiss to detail them.
The pupil is taught by the teacher, to put his hand
in the various positions which are to correspond with
the letters, and he is exercised in a three-fold manner,
after acquiring the free use of the figures. 1. By giv-
ing the signs, with the letters and figures before him.
This step is no other than learning a child his letters
in a book : 2. By giving the signs from memory, with-
out ihc letters or figures before him ; equivalent to
learning other children their letters by sound, out of
the book : and 3. By using the proper signs for the let-
ters by themselves. Thus one sign is converted into
another, and he is prepared to spell a word, whenever
the letters meet his eye. This process of acquiring the
alphabet, becomes in a short time so familiar, that the
pupils can place the hand in all the positions of the
letters, quicker than they can be spoken.
The letters by which the pupil is first taught are
the printed letters. The next step is to convert printed
characters into written ones, and to show their corres-
ponding signs, which are the same for both. He is
thus taught to know that there are different ways of
making the same letter, for which he has one invaria-
ble sign, and he is progressively to learn the large and
small letters, the Roman and Italic, as his recollection
[ 13 J
is soon to be put to the test, in spelling words from the
book which will be put into his hands.
Having learned to distinguish the different kinds of
printed letters, as well as written characters, the suc-
ceeding step is that of making the latter upon the slate
or black-board. He is thus gradually prepared to pro-
ceed to words which are required to be written on the
slate. As the Deaf and Dumb learn by the eye, they
have a wonderful aptitude and facility in learning to
write. Where children are very young, there is a
greater difficulty in fixing their attention; but Deaf
Mutes, at an age between 12 and 16 years, which is
the best period for their instruction, learn to imitate
written characters with surprising quickness. There
is no loss of pen, ink or paper, as the slate is employed
till the pupils can readily make the letters ; and from
the small slate they are transferred to the black-board
or telegraph, where the pupils must stand, by which
means they learn the free use of the hand, and make
handsome round letters. This kind of exercise is at-
tended to while they are acquiring a knowledge of let-
ters and words. Hence they learn to write a correct
and plain hand, soon after their attention is fixed ; and
this is done by means of the slate, before they are re-
quired to write on paper.
II. The Teaching of Words. The first words
necessary to be learned by the Deaf and Dumb, are
those which can be represented by sensible objects,
the figures of which accompany the words. Here the
same method may be pursued as was adopted by the
Abbe Sicard, with his protege Massieu. Take for in-
stance, one of the words in the first lessons of figures.
[ 19 ]
Let the word be Cat. Sicard, before he became suffi-
ciently acquainted with the method of imparting in-
struction to Deaf Mutes, adopted a plan upon which
he afterwards improved, and finally reduced it to the
following system.
I want to inform the pupil what object is represented
by the letters C A T. He knows what positions of
the hand will represent the letters individually, but is
ignorant of their conjoint meaning. I therefore pro-
duce a Cat, and with a significant look of inquiry, de-
sire to know what it is. The pupil makes a gesture,
which is the sign-name of that object. The animal is
removed, and its figure being sketched on the black-
board with chalk, the word Cat is written on the body
of the figure. He is made to spell the word with the
hand, and then the figure is rubbed out and the word
left, and for that word the same sign is substituted,
which was made for the cat when present, or for its
figured representation. Thus a significant gesture or
mute sign of the Deaf and Dumb, is converted into the
letters or sound of the word Cat.
In the same way a bug 7 a hat, a key, or any other
«bject, is made familiar to him; so that whenever he
sees the word written, he will make the sign for it, or
point to it if in view. The above method is not neces-
sary with every word, or with every pupil. Some
being more intelligent or older than others, catch the
idea intended to be conveyed with great facility, and
do not require the whole process. Besides this, the
signs for most objects being determined upon, the
teacher has only to write the word and show the
figure. The pupil spells the name of the object, and
the teacher gives the sign.
[ 20 ]
It is highly gratifying to sec with what surprise
some of these unfortunate beings express themselves,
when they can write the name of an object that has
been familiar to them. Their attention being fixed,
they become anxious to learn, and are inquisitive to
know the written names of things, which they treasure
up in their memory by repeatedly spelling the words.
A striking instance of this was exhibited in the school,
in a young man who had been employed on a farm in
the neighborhood of New-York. He was well ac-
quainted with the raising of Indian corn, (zea maize)
and depredations committed on it by the crows : but he
was astonished that we could represent a bird (which
he well knew) by the four letters CROW. To
show that he was not ignorant of the nature of the
bird, he went on to explain by significant gestures, its
habits and manner of destroying the young corn, and
gave such a minute description of every thing relating
to it, that showed him to be a great observer; and the
gestures were so intelligent, and the facts so correct,
that his story was highly diverting and very interesting.
In order to be progressive in teaching the pupils of
our institution a knowledge of words, such as could be
represented by sensible objects have been collected
and arranged into several exercises.
The fourth exercise, which contains the first lesson
of words, is composed of those of three letters, with
their objects delineated. Words of four letters, of
five, of six or more letters, and compound words follow
in succeeding exercises. A uniform plan has been
adopted in each of these exercises of words. The
object is delineated with its name over or by the side
of it The pupil spells the word and the sign is given.
[ 21 ]
The first series of figures is a lesson to be studied till
he acquires the names and the signs. The next exer-
cise is a repetition of the same figures without their
names. These objects he is required to recollect, by
giving the proper sign, by spelling the word, and by
writing it on the slate, (if he has yet learned to write.)
The exercise which follows is a repetition of the same
words in columns, apart from the figures. These are
designed for the third method of exercising the pupil
as to the object now converted into a word. With the
book before him, or the words written on a slate, he is
required to spell the word, and again recollect the
sign. Or the pupils taken together in a class, will be
exercised by the teacher alternately, by giving to them
the sign, upon which one of them will spell the word
or write it on the slate. A perfect knowledge of the
import of a word is thus conveyed to the Deaf and
Dumb, by means of figures. Where objects are de-
lineated that seldom meet the observation of a Deaf
Mute, it may be found necessary to show the original,
as in the instance of the Cat.
If the pupil has made some progress, the preceding
details may be unnecessary ; as on seeing the object,
he will require only to have the name written. To
save the trouble of repeated delineation of figures, and
the addition of others to those already figured, it would
be proper to attach a cabinet to the school, where
should be collected and preserved as specimens for use
on proper occasions, such imperishable articles which
might serve as the basis for other lessons to the pupils,
and lectures from the teacher. Here might be pre-
served fruits, nuts, seeds, the denominations of money,
weights, measures, &c. The pupils should also have
[ M J
access to other cabinets. The Lyceum of Natural His-
tory of New- York, and Mr. Scudder's American Mu-
seum, would afford great scope for inculcating a know-
ledge of the visible world. The Abbe Sicard took his
pupils to visit all places of manufacture and the arts in
Paris, to enlarge the sphere of their ideas. This might be
done in New- York, with the same manifest advantage.
Thus far, however, no words are explained but those
which can be represented by sensible objects. Among
these may be arranged the parts of the human body,
which occupy the 15th and 18th Exercises. The de-
lineation of these are unnecessary, as the parts can be
pointed out, and all the pupil requires to know is, that
the word hand means that part of the body which is
shown to him. Here we have an opportunity of in-
creasing the stock of words without additional figures,
and likewise of analysing and combining parts into a
whole.
Among the figures will be found a svjord. On a
holyday one of my children was presented with a
wooden toy-sword. He very soon broke it, and came
to me to mend it. The occasion was taken to teach
him the different parts of it, and enlarge his stock of
words, in the same way as that and every sensible
object might be analysed for the Deaf and Dumb.
The sword being entire, the name was required,
which was spoken. The belt was removed, and he
still called it a sword. The part separated, he was
informed, was a belt, or a sword-belt. I drew it from
its sheath, and he yet called it a sword. But if that is
the sword, what is this? He replied, it is a case.
True, it is a case, or a sword-case ; but the case of a
sword has a particular name and is called a scabbard.
[ 23 ]
Now we have a sword without a belt or scabbard.
The handle was then broken off. What is it now ? A
sword he replied. No : it is a broken sword. Let us
look at its parts. This is the handle of the sword,
which has a guard and hilt. The remaining part is
the blade, or sword-blade, which has an edge, a back,
sides, and a point. Here, by the analysis of a sword,
we add fourteen or fifteen words to his stock of ideas.
The same may be done with other objects.
Thus too we may analyse parts of the human body,
or combine them into a whole. The hand is composed
of a thumb, fingers, nails, the palm and the back of the
hand. The fingers have sides, joints, ends, knuckles.
The whole of these parts make up the hand. So the
head has its parts, and each part has its sub-divisions
or other parts. This is the method of Sicard.
Another class of words to be taught the Deaf and
Dumb, are those substantives which most frequently
occur to the observation of all persons, some of which
may, but most of which cannot be well represented by
images. These words are introduced in different exer-
cises, under the heads of man and his correlatives; arti-
cles of clothing; food, and its kinds; household and
table furniture; a house, its parts and materials; school
and its appendages ; meals, and their parts ; year, and
the seasons ; water and its conditions ; wind and wea-
ther; states of being; church, and its parts; materials
of dress ; employments and trades ; tools and instru-
ments, and a city and its parts. These exercises are
not in regular succession, but disposed with intervening
exercises, that the pupil may not be fatigued with the
acquisition of names only. These names are arranged
in marginal columns, after the manner of Dufief, with
[ w j
short and familiar sentences opposite to them, in which
the marginal word is introduced to explain its use in
composition, and teach them the structure of the lan-
guage. These words were at first arranged in lessons
by themselves, and at every interval of three or four
lessons, a similar series of sentences, with the words
introduced. I was induced to alter this plan, and im-
mediately enter into the structure of phrases as soon as
the pupil's acquisition of words would allow. Dufief,
in his " Nature Displayed in teaching Language to
Man" has well explained the natural method by which
we all acquire our vernacular tongue, which is appli-
cable to the acquisition of all spoken languages, as well
as to a language for the Deaf and Dumb. I was fur-
ther confirmed in the propriety of this measure, by the
observation of one of our teachers. He had given les-
sons on parts of the body, in columns of words written
on the slate, and continued to exercise the pupils on
these words, by spelling and by signs, extending the
practice to other words taken from the examples in
Dr. Watson's vocabulary. A sprightly little girl of
eight or nine years old, would copy the lessons on her
slate, and readily learn them ; but when called up to
the black-board to be exercised, she expressed her dis-
approbation at learning words in columns, and signified
her wish to have words written across the slate, ex-
pressive of something more than a single word.
The plan herein adopted enters immediately into
the construction of language, which we speak, and
which we render visible by writing. The Deaf and
Dumb have also a visible language, which is to be
translated word for word into our own. The untaught
Deaf Mute, as relates to our language, is in the con-
t 25 ]
dition of a child who is learning to speak. The first
words caught by the ear are mamma, papa, and other
easy and labial sounds. As the stock of words increase,
the child puts them together to express its wants.
These words are at first all nouns, as mamma, cake;
mamma, tea; mamma, bread, butter; instead of mamma,
1 want cake ; mamma, / want tea, or mamma, give me
some bread and butter. The child is afterwards taught
by its mother to introduce the elliptical words, and thus
by practice teaches it language. By proceeding in the
same way, we may teach the Deaf and Dumb a correct
and grammatical construction of language, by a pro-
gressive series of lessons.
After the noun, the adjective occupies our attention.
It is not necessary to delay its employment till our
pupils acquire a large stock of words. They soon
learn the distinction between a boy and a girl, and as
readily the qualities of good and bad, and hence they
easily understand the meaning of a good girl, or a bad
boy. If the deaf pupil is of a proper age, he soon
acquires his letters and the names of a number of ob-
jects, and thus he finds that his signs for these objects
are convertible into written characters or signs, or are
translated into another kind of visible language. Hence
he has no difficulty in acquiring a knowledge of adjec-
tives. They appear to him as other names or nouns.
A little boy, or a little girl, a large house, or a large
slate, are easily explained to him, and being visible ob-
jects, are new names to be added to his vocabulary of
knowledge.
The 8th Exercise in our series of lessons, contains
examples of adjectives united with the preceding list
of nouns, in the 7th Exercise. To these words are
n
[ 26 ]
prefixed the articles a and the ; as, a long pen, the long
pen, &c. The 1th, 5th and 6th Exercises contain the
word pen, and in the 7th the articles are added, as a
pen, and the pen, in order to explain the use and appli-
cation of these particles. The pupil may be desired
in his own language, to bring a pen from a number
placed on the table for the purpose, which he will rea-
dily perform. So he may be directed to bring the long
pen, by which he learns that the helps to define the
object, while a does not. It will be as easy likewise
to inform him that an is used instead of a before words
beginning with the letters we call vowels.
The adjective, as a word qualifying the substantive,
is more difficult to explain to the Deaf and Dumb. It
requires a degree of abstraction to which they are not
competent in the beginning of their instruction ; and
although they understand the words a bad boy, a little
girl, &c. these words and all other adjectives under simi-
lar arrangement, are no other than compound words, or
names for objects, and are in fact substantives, as much
as riding-chair, new-moon, looking-glass, broad- axe,
bee-hive, &c. But when we alter the construction of the
phrase, and by adding a verb, separate the quality from
the object, there is a material difference in the idea con-
veyed, and to those already acquainted with language,
the abstraction is evident ; and this is to be made intel-
ligent to the Deaf and Dumb. If instead of writing a
small fly, a large house, we write the fly is small, and
the house is large, the natural signs by which these
ideas are conveyed to them, are easily understood ; but
the abstraction and the reason of it is more difficult.
The Abbe Sicard, however, has endeavored to ex-
plain the nature of the adjective to the Deaf and
t
27
]
Dumb, by a method of abstracting the inherent quality
of the object, as in the example of Papier rouge, or
red paper. Red being the quality of the paper, is in-
herent in the substance of the object, and is therefore
a part of the same. Hence he first wrote the object
PAPER in large letters, with a space between them, in
which spaces he wrote the qualifying adjective, thus :
I g E
R.
The object and its quality being here united, require
to be separated, and this is performed by withdrawing
the intermediate letters, thus :
P . A . P . I . E . R
The name of the quality is now abstracted, but not
in the position which the construction of the language
requires ; therefore the following diagram reduces it
to its proper place.
PrAoPuIgEeR
I
E
R
g e
I : E : R r o
u S
[ 28 ]
The words are now to be divested of their connect-
ing lines, and written as follows :
P .. A .. P .. I .. E .. R . . . . R .. O .. U .. G .. E.
Here the quality and object are completely sepa-
rated, but the spaces which they occupied when united,
are distinguished by the dots. The phrase by ellipsis
is now completed as follows.
PAPIER ROUGE.
In the same manner the abstraction of the quality of
any other objects is effected ; as black hat, white hands,
round ball, green tree, &c. This process may be re-
peated, till by practice, the pupil becomes acquainted
with the nature of the adjective, and learns that it is
not a part of the substantive, but a quality, and may
be withdrawn, while the object still continues, without
loss of substance. The same process is applicable to
our language only by turning the lines of abstraction
to the left, and placing the adjective before the noun,
as in RED PAPER.
HI. Teaching of Sentences. Verbs compose the
next class of words to be taught and explained to the
Deaf and Dumb, after nouns and adjectives, and this
carries us into the structure of sentences. We cannot
make an affirmation without a verb, which is the sign
of an action performed. With a noun, an adjective
and a verb (which are essential to language) the Deaf
and Dumb express all their ideas. The particles or
connecting words are not used by them until they are
taught. Thus, suppose one of our Deaf Mutes wanted
[ 29 ]
to communicate to me, that Aaron Day is going in the
country, and will return in four weeks ; he would ex-
press it after the following manner. Aaron Day (by
his sign name) country go, four weeks return. Or,
Geo. D. Holkins is gone to Albany, and will not
return; thus, G. D. Holkins, Albany go, return not.
This manner of expression is natural to children in
learning their mother tongue, and is used till they are
corrected by practice, and taught the construction of
artificial language. I remember the first sentence
made by a nephew of Dr. Mitchill, on observing a
flock of geese descend a steep hill in the country,
which the child observed from the door of his father's
house. He cried out in his uncorrected dialect, with
the earnestness of a discoverer, mother, mother, goosey,
down hill, come. This natural mode of expression is
retained in the Latin language, where the object is first
named, the verb expressive of the action next, and the
person or object to which the action relates, last ; as
Pomum da mihi, fruit give me, instead of give me fruit.
So our children say, mamma, cake give baby. In teach-
ing the Deaf and Dumb, we take advantage of this
natural and untaught method of expression, to convey
to them the proper style of writing their ideas. If it
is discovered that a pupil does not readily comprehend
an expression, the teacher endeavors to write it as the
Deaf Mute would express it, and then by different
modes of expressing the same ideas, at last arrive at
that which is the most correct. In the course of our
exercises, there are many examples of sentences ex-
pressing the same idea by different words. In explain-
ing these, one may be more readily comprehended
than the other; and when one is understood, it is easy
C 30 ]
to convey the information, that the other means the
same thing, and thus the knowledge of the language is
extended.
In order to be progressive in the construction of sen-
tences, the auxiliary verbs to be, and to have, are the
first that are employed. The ninth in our series of
exercises has all the words of the sixth introduced, and
the quality of the object affirmed by the verb to be;
as, the ox is biz;, the jit/ is small, &c. The next les-
son on verbs is contained in the 17th Exercise, in which
those are introduced which are expressive of some of
the first necessary actions of life; as to eat, to drink, to
sleep, &c. These words are arranged in the margin,
opposite to which are found the sentences,
I eat, thou eatest, he eats. We eat dinner.
I drink, thou drinkest, he drinks. They drink water.
This arrangement is not introduced for the purpose
of entering into the science of grammar, but to allow
the teacher to go through the different parts of the
verb, and explain the extent and variety of expression,
which a few words may give; as I drink tea, I drink
tea in the morning, I drink tea morning and evening,
I drink tea twice a day, I drink tea with milk, &c.
A similar arrangement is followed in the 23d and 26th
Exercises, in which the teacher will be required to
vary the expression in going through with the different
parts of the verb. I conceive that thus it is possible
to teach the Deaf and Dumb, as well as other children,
the proper construction of the language by example,
followed by practice, without the aid of grammar. So
we learn our own, and so we learn a foreign language.
[ 31 ]
A person who learns a language by grammatical rule,
finds the few examples given in illustration, of little
use, unless by frequency of repetition, he becomes
familiar with the rule. The same may be done with
the Deaf and Dumb, who require a repetition of exam-
ples written in correct language, the grammar of which
may be afterwards taught them, if circumstances should
warrant, or friends desire it. Marginal columns of
verbs, with examples by short sentences in different
tenses, occupy the 44th, 57th, 64th and 65th Exer-
cises. These do not contain examples in all the tenses.
The 44th is an exercise on the natural divisions of
time, into present, past and future; the 57th a promis-
cuous one on different parts of the verb, and the 65th
is an exercise on the infinitive mood. In the 64th are
collected all the verbs that have been used in preced-
ing exercises, and conjugated by the present tense, the
imperfect tense, and the perfect or past participle.
These verbs are arranged under the several heads of
regular and irregular verbs, verbs of no variation, and
impersonal verbs. The teacher is to furnish the exam-
ples of construction. Other exercises, as the 33d, 34th,
48th, 49th, 50th, 51st, 52d and 55th, contain promis-
cuous sentences, without reference to marginal words.
These are introduced to prevent too great a uniformity
from fatiguing the attention of the pupil.
Some of our exercises are designed to make the
pupil acquainted with the use of other parts of speech
in the construction of the English language. The
45th contains a list of the principal prepositions, with
an explanatory sentence of the word italicised, the bet-
ter to distinguish the manner of using it. This, like
[ 32 ]
the other lessons, will serve as a model to the teacher
to construct other sentences, and place the required
words in all the variety of positions that the language
will admit. This exercise on the prepositions is pre-
ceded by a picture containing a group of figures, by
means of which, many of this class of words are ex-
plained, and their meaning and application rendered
familiar and visible. This design of our late superin-
tendent, as far as it goes to explain the prepositions, is
better than the diagram of Home Tooke, for the same
purpose.
The use of adverbs and conjunctions, in the compo-
sition of written language, is explained in the 46th and
47th Exercises.
Examples of the use of the pronouns are introduced
in the 16th Exercise, soon after the use of the auxiliary
verbs. They are arranged under the several heads of,
1. Personal Pronouns. 2. Personal Pronouns declined.
3. Possessive. 4. Distributive. 5. Demonstrative; and
6. Indefinite. These become necessary, particularly
the personal pronouns, immediately after the formation
of a sentence containing a proposition, or affirmation
of a fact.
We are naturally led to the use of the personal pro-
nouns, when teaching the first elements of a proposi-
tion after the manner of Sicard. The example of
papier rouge, or red paper, together with the diagrams
in the preceding pages, carry us forward to the object.
The words thus written constitute the name of one
thing; but with the help of an auxiliary verb, we are
to make a proposition, or to affirm the quality of the
substantive, by the verb to be. According to the pre-
I 33 ]
ceding example, the words were reduced from their
united condition to a separate state, thus :
PAPIER ROUGE.
The dotted line was left to indicate that it occupied
the place of some other word, which being introduced,
completed the proposition.
Papier est rouge.
Paper is red.
Thus the good Abbe went on exercising Massieu
with other words, till he became so well acquainted
with the qualities of some objects, that he could detect
them when not placed in their proper positions. Thus
he transposed the words, and left it to his favorite pupil
to unite them.
Chapeau
Muchoir^
Boule
Arb
re --
...-••■> v
\.s'-"
Sang .:^f \^
Banc/"
Couteau
long.
'' ,,verd.
_ rouge.
\ noir.
v blanc.
tranchant.
\ rond.
On these lines he wrote the word est, (fe») and then
reduced them to the simple propositions which follow.
E
[ 34 ]
Chapeau est noir. Hat is black.
Mouchoir est blanc. Handkerchief is white.
Boule est rond. Ball is round.
Arbre est verd. Tree is green.
Sang est rouge. Blood is red.
Banc est long. Bench is long.
Couteau est tranchant. Knife is sharp.
Our teachers have been successful in pursuing this
method, and applying it to extended sentences.
A proposition being completed and understood, the
pronoun arose to save repetition and shorten labor,
thus:
Albert is a Deaf Mute.
Albert is good: or,
Albert is a Deaf Mute.
He is good.
And so of the other personal pronouns.
Sicard has gone into laborious explanations, to show
that his pupil Massieu understood the abstract consi-
deration of the subject as he proceeded, and as he has
explained it in his Cours d' instruction (Vun Sourd-Muet
de naissance. But it is thought that his reasoning, his
deductions, and his luminous explanations of an obscure
art, are rather the cogitations of his own mind, than
the evidence of Massieu's understanding it. Our exer-
cises are founded on the belief, that it is not necessary
to inform the Deaf and Dumb of the abstract consi-
derations which induced the teacher to adopt a parti-
cular plan of instruction, but only to convey to him the
method of converting his language of signs into writ-
ing. The pupil understands one language, the instruc-
[ 35 ]
lor two. The pupil can therefore converse with his
instructor, and the latter, by progressive steps, can con-
vert the dumb signs of his pupil into the written ones
which he does not know. The issue of this plan is not
problematical. Our pupils have given evidence that it
will succeed. The Deaf Mute learns the letters by
his manual signs, to unite letters into words, and words
into sentences.
The exercises on the different parts of speech have
already been referred to. There are some other points
to be noticed in the work before us. The 35th Exer-
cise on numbers, is preparatory to arithmetic, but not
for the purpose of so soon entering into that subject,
as it must be the task of more advanced scholars.*
The 56th is a short exercise on colors, which it is
proposed to have painted on the walls of the school-
room, that the pupils may become familiar, by their
presence, with those marks which are so frequently
the quality of objects, and of which children often have
vague and indefinite ideas.
The Deaf and Dumb learn readily by contrast or
opposition, and it sometimes happens, that in explain-
ing a word, its negation imparts its positive meaning.
Hence in several of the exercises, words are occasion-
ally so set in opposition, and used in the construction
of sentences expressing opposite ideas, or positive and
negative declarations. The 66th, however, is a col-
lection of words in opposition or contrast, arranged
* Since this report was completed, the late superintendent (Mr. A.
O. Stansbury) has invented a system of signs for numbers, which is pre-
ferable to any heretofore in use for the Deaf and Dumb. It has been
adopted, and is in daily use in the New-York Institution. This system
is explained in a letter to the president, and is published in the appendix
fo this work.
[ 36 J
under the following heads. 1. Nouns. 2. Adjectives.
3. Verbs : and 4. Opposition by prefixes. The words
only are introduced, the sentences being left for the
teacher to supply, as in the following examples.
1. Nouns.
Life. Life is uncertain.
Death. Death is certain.
2. Adjectives.
Hot. Fire is hot.
Cold. Ice is cold.
3. Verbs.
To live. He lived in Albany.
To die. He died in New- York.
To be alive. I am alive.
To be dead. He is dead.
4. Prefixes,
To fold. She folded the letter.
To unfold. He unfolded the letter.
To be folded. This letter is folded.
To be unfolded. That letter is unfolded.
The derivation of words occupies the 67th Exercise.
Nouns derived from verbs are the only examples given,
but after the same manner nouns derived from adjec-
tives, and adjectives from nouns, &c. may be introduced
for the purpose of explaining the derivatives by means
of the radical sign. From the verb to except comes
the prepositions except and excepting, the noun excep-
tion, and the adjective exceptionable. The radical sign.
[ 37 .]
and the sign for a preposition, a noun, or an adjec-
tive, will form a sign for each of these words, so that
there may be as great precision in expressing words
by mute signs, as there is in using them viva voce.
From the noun excess comes the adjective excessive,
and the adverb excessively, and these may each be ex-
pressed by its appropriate sign. The words of this
exercise will afford ample scope for the formation of
sentences from the radical word and its derivatives; and
if in progressing thus far the pupil has been attentive,
he or she, or a whole class with their slates before
them, may be called upon to exercise their own inge-
nuity in constructing sentences to introduce the radical
word or its derivative. This is an important exercise
for the Deaf and Dumb, and if entered into in detail,
will occupy much time and give them great insight into
the structure and employment of language.
Although adjectives are early introduced to the
knowledge of the Deaf and Dumb, the degrees of com-
parison have been delayed to the 68th Exercise, in
which most of the adjectives previously introduced are
collected and compared. As in other lessons, the words
are in marginal columns, and the exercises in opposite
sentences.
The formation of the plural is the subject of the
69th Exercise. Words have been used in the plural
in other exercises, but in this the nouns are collected
and arranged under different heads, according to the
manner in which the plural is formed, and exercises are
carried out opposite each word. The plural is formed,
1st. By adding s to the singular. 2d. By adding es to
the singular. 3d. By changing for fe into ves. 4tk By
changing y and ey into ies. 5th. The singular and plu-
[ 38 J
ral are alike. 6th. Nouns in the singular only. 7th.
Nouns in the plural only; and 8th. The plural irregu-
lar. This lesson requires attention, and numerous
additional examples of the words in construction, which
may be formed by the pupil. The sign for the singu-
lar number is the thumb of the left hand elevated ;
and for the plural, the thumb and fingers elevated and
separated, indicative of many.
The masculine and feminine genders are formed,
1st. By different terminations. 2d. By different words ;
and 3d. By the addition of a word. Under these seve-
ral heads are arranged words and examples which
make up the 70th Exercise. The sign for weakness
indicates the feminine gender, and when that is not
used, the gender is masculine. The neuter gender will
be neither the feminine nor its opposite.
With the 71st Exercise the lessons by short sen-
tences are terminated. It contains examples of the
use of this and that, these and those, each and every,
either, or, neither, nor, one and other, as they are used
either singly or in opposition. Under each word is
contained a number of examples of the manner of em-
ploying them in composition. If the pupil has paid
attention to his instructor, he will be enabled by the
time he arrives at this exercise, to understand a con-
tinued written discourse on a given subject. Hence,
in the 72d Exercise, the subject of domestic animals
affords a number of lessons for this purpose.
The domestic animals delineated are divided into
quadrupeds and birds. Their employment and use is
the subject of the exercise, and the male, female and
young of each is figured at the head of the lesson.
There are delineations of a horse, marc and colt, a
[ 39 ]
buU y cow and calf, a boar, sow and pigs, a ram, ewe
and lamb, a he-goat, she-goat and kid, a dog, bitch and
pups, a he-cat, she-cat and kittens, among domestic
quadrupeds; — and the following among the birds: a
cock, hen and chickens, a gander, goose and goslings, a
drake, duck and ducklings, a cock-turkey, hen-turkey
and young turkies. Each of these groups of animals
supplies a lesson containing a short account of them;
and each gives rise to the employment of some new
word, which is marked, that a knowledge of its import
and use may be conveyed, while the subject matter
which led to it will afford a more correct conception
of its meaning.
The Exercises from the 78th to the 84th, contain an
account of the animal creation divided into their several
classes, and a number of the animals in each class are
figured with a dialogue between the teacher and scho-
lar, on the nature of these different classes. The ani-
mals figured are quadrupeds, birds, amphibious ani-
mals, fishes and insects. Each animal delineated will
supply a subject for a lesson; and the teacher, in giving
his pupil a knowledge of the material world, will be
at the same time instructing him in language. An his-
torical account of these beings w r ould swell our pages
to an immoderate number; wherefore much of the de-
tail in these and other lessons is left to the discretion
of the instructor. The succeeding exercises give a
general outline of the vegetable creation, the omissions
of which are also to be supplied.
The work before the committee, concludes with the
85th Exercise ; but there are three important points in
the instruction of the Deaf and Dumb, as yet omitted.
[ 10 ]
These are Interrogation, Abbreviation and EilifW •
the subjects of the 73d, 74th and 75th Exercises.
Interrogation, or the manner of asking questions, is
all-important to the Deaf Mute ; for as soon as he is
known to have made any progress in acquiring lan-
guage, he is assailed by questions couched in such
terms that he cannot understand them. This is the
method in Avhich his friends, and even strangers, ap-
proach him to examine into the extent of his acquire-
ments, and to hold converse with him. It is therefore
necessary to make him acquainted with the method of
asking questions ; and for this purpose the 73d Exer-
cise is arranged, containing examples under the words
most commonly employed in commencing a question.
These are who, whose, whom, tvhich, what, when, where,
whence, whither, how, can, will, shall, may, must, is,
are, why, wherefore, do, did, have, had. Under each
of these is a series of questions and answers in illus-
tration, and they are followed by a column of promis-
cuous questions which the pupils are to answer. They
should also be required to answer other questions,
when sufficiently acquainted with the method. The
exercises succeeding the 76th, are dialogues further to
illustrate the manner of asking questions and supply-
ing the answers.
In teaching the Deaf and Dumb to understand writ-
ten language, the nature of abbreviation and the con-
traction of words should not be omitted. The 74th
Exercise accordingly explains the meaning of the con-
tracted words Mr. Mrs. Messrs. Dr. Cr. Rev. &c. by
examples. Besides these, the contraction of words
used in poetry, as tho > e'en, o'er, &c. as well as where
[ 41 ]
two or more words are contracted into one, as Vd for
I had, 'tis for it is. These poetical abbreviations are
left for the teacher to supply the examples.
The pronouns were invented to prevent repetition
and facilitate discourse. So are we in the habit in or-
dinary conversation, as well as in writing, of shortening
our discourse by ellipsis; and the proper understand-
ing of this subject renders such language or writing
correct. In the 75th Exercise are examples of ellipsis
of the article, the noun, the pronoun, the adjective, the
verb, the adverb, the conjunction and the preposition;
also the ellipsis of part of a sentence, the ellipsis in
asking questions, and in answering them. Under each
of these heads are numerous examples, which may be
increased till the pupil becomes perfectly familiar with
them.
In addition to the figures delineated, the plan recom-
mended to the directors of the institution, in a report
made in November, 1819, should not fail to be adopted,
of suspending from the walls, paintings, prints and
other sketches of natural and artificial objects, events
and occurrences, as would give life and energy to the
inquisitive pupil, and afford additional opportunities of
instructing while at the same time a lesson from the
teacher on such a subject, would appear like an amuse-
ment rather than a. task.
Something must necessarily be said on the division
of the matter of the work under the consideration of
the committee, for the use of the pupils, as well as on
the division of time that they are to apply themselves
to its different parts.
42
DIVISION OF THE MATTER.
If the directors should determine to publish the work
submitted to the committee of instruction, it would not
be proper to put it into the hands of the pupil, 'till he
or she became somewhat advanced in study ; but never-
theless, the youngest pupil must have the benefit of it.
For this purpose let the matter of the first five exer-
cises of words with figures, together with the inter-
vening exercises, be divided into a series of lessons to
to be printed on cards, as follows :
FIRST SERIES OF LESSONS.
The first series will consist of the letters of the
alphabet, making ten lessons for the noviciate, who will
be enabled to mark his own progress by his fingers,
and at the same time learn to count ten.
SECOND SERIES OF LESSONS.
The second series will contain the names and repre-
sentations of the objects delineated in the five first
exercises of figures. These figures may be divided
into twenty-seven lessons, each containing eight or ten
words, and marked with a letter of the alphabet.
THIRD SERIES OF LESSONS.
The third series will be a repetition of the figures
of the preceding, but the names of the objects are to
be omitted, and the lessons marked by double letters,
[ 43 ]
as Aa, Bb, &c. This method will serve to divide pupils
into classes, or to denote their progress, or to give in-
formation of the lessons they are learning. The les-
son in the second series would be marked by the pupil
making the sign for the letter designating that lesson;
and in the third series, the double letter would denote
the advance of the scholar.
FOURTH SERIES OF LESSONS.
The exercises of words and sentences in the begin-
ning of the book, may be divided into a fourth series
of lessons, marked with a letter and a figure, from one
to 27, being as many as the letters of the alphabet in
the 2d and 3d series. These lessons are longer than
those in the preceding series, and are progressively in-
creased as the understanding improves, and memory
strengthens.
For the next step, it might be proper to bind the
first 43 exercises into one small volume, for the second
class of pupils, who should revise the whole, and have
additions, alterations, and more extended examples of
the use of the words in composition. The whole work,
when printed and bound, should only be put into the
hands of the oldest and most advanced scholars. Thus
by a judicious division of the materials, the parts will
serve to mark the progress of the pupils, and to distin-
guish them into classes.
DIVISION OF TIME.
It is impossible to determine the exact time it will
take to progress gradually through the work, after the
[ 44 ]
manner heretofore detailed, as that will depend upon
the age and capacity of the pupil. Some will, of course,
be longer, and some a shorter time; but two or three
years, provided the pupil is not too young, may be cal-
culated as a reasonable period to induct the Deaf and
Dumb into a general knowledge of written language,
which will be extended by other books and other sub-
jects. In the meanwhile the pupil has intervals of re-
laxation, in which he learns to write ; and if his progress
is equal to the ordinary advance of Deaf Mutes, he
may commence the fust elements of arithmetic. This
may answer for a third or fourth year's course of study,
embracing addition, subtraction, multiplication and divi-
sion, together with proportion, practice, and some frac-
tions. These will include a knowledge of weights and
measures, denominations of money, &c. to which may
be added, a plain system of book keeping.
A concise system of geography may be selected for
their use, and their studies may close with religious
and moral instruction. Moral duty and obligation, ac-
cording to Payley, would be a work well calculated to
aid in making them useful members of society. If more
than three years can be well spared to instruct these
unfortunate beings, they will be the better enabled to
provide for themselves in their future intercourse with
mankind.
It is not intended to give a highly finished education
to the Deaf and Dumb; but by enabling them to com-
municate with their fellow beings in writing, which
may be done in a period of from three to five years, we
raise them from a dormant and forlorn condition, to
that of rational beings. With this advantage, they
will be enabled to learn any art or trade, and thus
[ 45 ]
become active and useful members of society. It is true,
that some of them are; taught the useful arts without
the knowledge of writing, and hence some persons have
persuaded themselves that the Deaf and Dumb were
not in need of instruction. If this were correct, it would
be applicable to other persons, and our children might
go uneducated; because, like the Deaf and Dumb, they
could do without it. But the idea is too preposterous
to require refutation.
We have not sufficient experience in the United
States, to go into a more minute detail of the time and
manner of teaching Deaf Mutes, or of the books best
calculated for their use. The preceding remarks are
the result of observations made since the school under
our direction has been in operation. Perhaps in a {ew
years, the combined observations of the schools at Hart-
ford, New- York and Philadelphia, may give rise to a
plan of studies for the Deaf and Dumb in the English
language, better adapted than any heretofore in use.
If the preceding should aid in leading to that desirable
result, the credit will redound to this institution for its
exertions in behalf of those interesting beings, and
heretofore neglected portion of our fellow creatures.
Respectfully submitted by
SAMUEL AKERLY.
New- York, 23d Sept. 1820.
To Dr. Samuel L. Mitchill, )
Rev. James Milkor, f Committee of
Charles G. Haines, I Instruction.
Rev. Alex. M'Leod, ;
ELEMENTARY
1st EXERCISE.
The first Exercise io instructing the Deaf and Dumb, is to
teach them the Alphabet, which is done by substituting
the Manual Signs for the Letters ; which are as follows :
ALPHABET FOR THE DEAF AND DUMB.
A a Bb CO
E e
HJi
Kk
Ff
LA
L 48 J
(15/ EXERCISE CONTINUED.)
Mm
Nn
o
*>
Q 1
T t
R r
U «
Yy ^Y x.
[ 49 ]
2d EXERCISE.
After acquiring the free use of the fingers, so as readily to
place them in the proper positions to represent the letters
with the Alphabet before them, the pupils should com-
mit the same to memory, and be exercised in the manual
signs, with and without the alphabet
The Alphabet without the Manual Signs.
Aa Hh Oo V v
Bb I i Pp Ww
Cc Jj Qq Xx
Dd Kk R r Yy
Ee LI S s Z z
Ff Mm Tt &
Gg N n Uu
Note. The next Exercise will be to make them ac-
quainted with the different alphabets, for the letters of
which they are to make the same signs.
G
[ w ]
3d EXERCISE.
CAPITAL LETTERS.
ROMAN CAPITALS.
ABCDEFGH
I J KLMNOP
QRS TUYWX
Y Z &
ITALIC CAPITALS.
ABCDEFGH
I J K L MJSTO P
QR S T U V W X
Y Z &
WRITING CAPITALS.
a
[ 51 ]
SMALL LETTERS.
ROMAN LETTERS.
bcdefghijk
1 mnopqr stuv
w x y z &
ITALIC LETTERS.
a b c d e f g h i j k
I m n o p q r s t u v
w x y z &f
WRITING LETTERS.
<z v- c a 6 pane
w- as u i Or
Note. After the pupils have acquired a thorough know-
ledge of the letters, by the various alphabets, they are to be
taught to make the written letters on a slate, or a black
board, with the pencil or crayon. From letters they pro-
ceed to words, the signification of which is conveyed to
them by figures ; and they are exercised in a knowledge of
the same, by spelling and by natural signs, or significant
gestures.
[ W J
4th EXERCISE.
Monosyllables of three Letters, represented by sensible
Objects.
AW1 ^*^555^Jjjjjjuu||gyuM||rf
Ape
Axe
Adz
Ant
Ass'
Bee
Bow
[ 53 ]
(4tk EXERCISE.)
Box
Bat
Bug
Cat
Bud
Cow
Cap
[ 54 ]
(4th EXERCISE.)
Dog
Egg
Eel
Fan
Fly
. Fox
Gun
Hen
y
Hoe
Hat
t 55 ]
(4th EXERCISE.)
Jar
Jug
Key
Mop
Owl
Ox
Pan
Pen
Pin
[ 56 ]
(4th EXERCISE.)
Pot
Rat m
rm&
Sun
Saw
Top
Urn
Wig
Web
L 57 ]
5th EXERCISE.
A representation of Objects without their Names, to he
expressed by signs, spelled by the Pupils, or written
from memory.
[ 58 ]
(5th EXERCISE.)
^qnuttuwiDflnuionioipw
[ 59 ]
{5th EXERCISE.)
[ 61 }
6th EXERCISE.
Monosyllabic Words of three Letters to exercise the
Pupils by Natural Signs, without the objects before
them.
Awl
Bug
Gun
Pen
Ape
Cow
Hen
Pin
Axe
Cat
Hoe
Pot
Adz
Cap
Hat
Rat
Ant
Cup
Jar
Saw
Ass
Dog
Jug
Sun
Bee
Egg
Key
Top
Bow
Eel
Mop
Urn
Box
Fan
Ox
Wig
Bat
Fly
Owl
Web
Bud
Fox
Pan
7th EXERCISE.
The preceding Monosyllabic Words with the articles
prefixed.
1. A
or An.
An awl
a bug
a gun
a pen
an ape
a cow
a hen
a pin
an axe
a cat
a boe
a pot
an adz
a cap
a hat
a rat
an ant
a cup
ajar
a saw
an ass
a dog
a j"g
a sun
a bee
an egg
a key
a top
a bow
an eel
an ox
an urn
a box
a fan
a mop
a wig
a bat
a fly
an owl
a web
a burf
a fox
a nan
62
(7th EXERCISE.)
2. The.
The awl
the bug
the gun
the pen
the ape
the cow
the hen
the pin
the axe
the eat
the hoe
the pot
the adz
the cap
the hat
the rat
the ant
the cup
the jar
the saw
the ass
the dog
the jug
the sun
the bee
the egg
the key
the top
the bow
the eel
the mop
the urn
the box
the fan
the ox
the wig
the bat
the fly
the owl
the web
the bud
the fox
the pan
8th EXERCISE.
Monosyllabic Adjectives qualifying Substantives.
Big
A big ox
The big ox
Little
a little ant
the small ant
Large
a large gun
the large gun
Small
a small fly
the small fly
Bad
a bad boy
the bad boy
Good
a good boy
the good boy
Old
an old hat
the old hat
New
a new hat
the new hat
Old
an old man
the old man
Young
a young man
the young man
Fat
a fat hen
the fat hen
Lean
a lean cow
the lean cow
Tall
a tall man
the tall man
Short
a short man
the short man
Long
a long pen
the long pen
Short
a short pen
the short pen
63
(8th EXERCISE
•)
Rich
A rich man
The rich man
Poor
a poor man
the poor man
Wet
a wet day
the wet day
Dry
a dry day
the dry day
Hot
a hot day
the hot day
Cold
a cold day
the cold day
High
a high tree
the high tree
Low
a low tree
the low tree
Thick
a thick wall
the thick wall
Thin
a thin saw
the thin saw
Clear
a clear sky
the clear sky
Thick
a thick cloud
the thick cloud
Dull
a dull axe
the dull axe
Sharp
a sharp adz
the sharp adz
Fine
a fine cap
the fine cap
Ripe
a ripe apple
the ripe apple
Clean
a clean shirt
the clean shirt
Round
a round ball
the round ball
Mad
a mad dog
the mad dog
siy
a sly fox
the sly fox
Full
a full moon
the full moon
Kind
a kind friend
the kind friend
Wild
a wild cat
the wild cat
Nice
a nice girl
the nice girl
Hard
a hard nut
the hard nut
Soft
a soft egg
the soft egg
True
a true gun
the true gun
Bright
a bright sun
the bright sun
I
64
J
9th EXERCISE.
The Quality of the Substantive affirmed by the Verb
to be.
The ox is big
the ant is little
the gun is large
the fly is small
he is a bad boy
this is a good dog
the hat is old
the hat was new
lie is an old man
he was a young man
it was a fat hen
it is a lean cow
he is a tall man
it was a short man
this is a long pin
that is a short pin
the man is rich
he is a rich man
the man is poor
he is a poor man
it was a wet day
it is a dry day
it was a hot day
it is a cold day
the tree is high
it is a high tree
the tree is low
it is a low tree
the wall is thick
the saw is thin
it is a thin saw
the sky is clear
it is a thick cloud
the axe is dull
this is a dull axe
the adz is sharp
this is a sharp adz
the cap is fine
it is a fine cap
the apple is ripe
this is a ripe apple
my shirt is clean
this is a clean shirt
the ball is round
this is a round ball
the dog is mad
there is a mad dog
the fox is sly
that is a sly fox
the moon is full
it is full moon
he is a kind friend
that is a wild cat
this is a nice girl
this is a hard nut
the nut is hard
this is a soft egg
this egg is soft
we see the bright sun
the sun is bright
[ 65 ]
10th EXERCISE.
Monosyllables of four Letters, represented by sensible
Objects.
Book
Bear
Boat
Bell
Boot
Bird
Cage
[ »• ]
(lO//t EXERCISE.)
Cart
Cane
Coop
Crab
Comb
Drum
Dart
f Desk
Duck
Door
[ 67 ]
(10th EXERCISE.)
Dock
Doll
Flea
'i:;i! ; .i;!';i:;;li ,
Flag
Fork
Fish
Frog
File
[ M ]
(10/A EXERCISE.)
Goat
Horn
Gate
Hook
Hoop
Lion
Kite
Leaf
Lock
Mole
Moth
Nest
Pail
[ G9 J
(lOtk EXERCISE.)
Mill
Moon
Nail
Pear
Pipe
[ * ]
(\0tll EXERCISE.)
Pink
Pump
Rake
Rule ^wMMm
3T.I .» ... 2. i. .
Plum
Root
Rose
Sled
£ 7 i ]
(lOlh EXERCISE.)
Shoe
Tree '
Toad
Tent
- "i"r^;:^hvw.w ! -^ A
Worm
Well
Whip
Yoke
L 73 ]
Hth EXERCISE.
A representation of Objects without their Names, to be
expressed by Signs, spelled by the Pupils, or written
from memory, as the 5th Exercise.
[ M ]
(11/A EXERCISE.)
jiiii^iiiiiiiiilSdiiiiiii^iilllliill-
I 75 J
(11 th EXERCISE.)
[ ™ ]
(\Mh EXERCISE.)
imramn«miiniiniiiiiiiiii!iiiiii«im:iii.*
~ / 7mm r -
[ 77 ]
12th EXERCISE.
Monosyllabic Words of four Letters, to exercise the
Pupils by Natural Signs, without the objects before
them.
Book
Duck
Kite
Pump
bear
door
lion
ring
boat
dock
leaf
rake
bell
doU
lock
root
boot
flea
mole
rule
bird
flag
mill
rose
cage
fork
moth
sled
cart
fish
moon
shoe
coop
frog
nest
toad
eane
file
nail
tree
crab
goat
pail
tent
comb
gate
pear
worm
drum
horn
pipe
well
dart
hook
pink
whip
desk
hoop
plum
yoke
13th EXERCISE.
Words of the preceding Exercise used in Composition.
Book I read the book Cane
bear I see the bear crab
boat I was in (lie boat comb
bell ring the bell drum
boot give me the boot dart
bird the bird is gone desk
cage the bird is in the cage duck
cart the cart is full of dirt door
toop the coop is open dock
The cane is mine t
eat the crab
bring me the comb
he beats the drum
send the dart
the desk is too high
he killed the duck
open the door
the sloop is by the dock
78
(13/A EXERCISE.)
Doll
This is my doll
Nail
Drive a nail in the wall
flea
the Jlea hops
pail
the pailh full of water
flag
hoist the fag
pear
this is a ripe pear
fork
this is a broken fork
pipe
he smokes a pipe
fish
the fsh swims
pink
the pink smells sweet
frog
the^ro^ 1 jumps
plum
the plum tastes sour
file
the Jile is hard
pump
go to the pump
goat
the goat butts
ring
give me the ring
gate
the gate is shut
rake
he took up the rake
horn
it is made of a cow's
root
the root is in the
horn
ground
hook
the hook is sharp
rule
give me the rule
hoop
the hoop is round
rose
it is a red rose
kite
the boy is flying his
sled
he rides on a sled
kite
shoe
the shoe pinches my
lion
the lion is strong
foot
leaf
it is the leaf of a tree
toad
I hate a toad
lock
put a lock upon the
tree
that is a tall tree
door
tent
the soldier sleeps in a
mole
the mole eats roots
tent
mill
grain is ground in a
worm
I saw a worm on the
mill
ground
moth
the moth eats cloth
well
the well is very deep
moon
the moon is bright
whip
a whip for bad boys
nest
the nest is on a tree
yoke
a yoke for the ox
14th EXERCISE.
Man and his Correlatives, with Exercises on the Words.
Man
A good man
grand-]
mother my grand-
men
two bad men
mother
woman
a fat woman
uncle
he is my uncle
father
my father is dead
aunt
she is my aunt
mother
my mother is sick
cousin
he is my cousin
husband
husband and wife
child
the child is
grand-father his grandfather
asleep
i
79
J
Children
baby
boy
girl
girls
infant
youth
manhood
childhood
old age
young man
old man
young woman
old woman
brother
sister
son
daughter
M
grand-son
grand-daughter
grand-child
4/A EXERCISE.)
The children are playing
the baby is in the cradle
the boy is lost
I am a little girl
the girls are writing
the infant is dead
youth is the season of joy
he is in a state of manhood
she is in her childhood
pay respect to old age
this young man and
that old man
a young woman
an old woman
my brother is gone
my dear sister is dead
this is my son
this is my sister's daughter
she is my cousin
he has a grand-son
he has a grand-daughter
his grand-child is very little
15th EXERCISE.
Body
limbs
head
face
hair
forehead
crown
temples
curl
eve
Parts of
Eyes
pupil
eye-brow
eye-lash
eye-lid
eye-ball
nose
nostrils
cheek
cheeks
the Human Body.
Dimple
Gums
whiskers
tongue
wrinkle
palate
lip
front-tooth
lips
front-teeth
upper-lip
double-teeth
under-lip
upper-tooth
mouth
under-tooth
tooth
loose-tooth
teeth
rotten-tooth
t
80
J
Chin
beard
throat
car
cars
jaw
upper-jaw
under-jaw
neck
arm
arms
right- arm
left-arm
arm-pit
fore-arm
shoulder
elbow
elbows
wrist
wrists
(15/A EXERCISE.)
Back
Fist
hand
right-hand
left-hand
palm of (he hand
back of the hand
finger
joint
knuckle
nail
thumb
finger-nail
fore-finger
middle-finger
ring-finger
little-finger
breast
stomach
belly
baek-bone
side
right-side
left-side
ribs
waist
lap
legs
right-leg
left-leg
hips
thighs
knee
knee-pan
shin
calf of the leg
ancles
foot
sole of the foot
instep
heel
toes
great-toe
bone
flesh
skin
scull
brain
heart
blood
lungs
tears
spittle
perspiration
shape
looks
gait
Note. The parts of the body can be pointed out by the teacher,
and require no representation.
16th EXERCISE.
PRONOUNS.
1st PERSONAL PRONOUNS.
thou
he
I am a good boy.
thou art a good boy.
he is a good boy.
she is a good girl.
I am not a good boy.
I am a bad boy.
thou art not a good boy.
thou art a bad boy.
he is not a good boy.
he is a bad boy.
she is not a good girl.
she is a bad girl.
It
we
ye
you
thev
[ 81 ]
(16/A EXERCISE.)
it is a new house. it is not a new bouse.
we are good children.
ye are clean children.
you arc kind girls.
they are rich men.
it is an old house.
we are not good children.
we are bad children.
ye are not clean children.
ye are dirty children.
you are not kind girls.
you are unkind girls.
they are not ricli men.
they are poor men.
2d. PERSONAL TRONOUNS DECLINED.
( I
niine
me
thou
thine
thee
his
him
k she
| hers
'her
.it
its
it
Singular.
I have a bird,
this bird is mine.
papa gave it to me.
thou hast a book,
the book is thine.
papa gave it to thee.
he goes to school.
his school is out.
I saw him in school.
she has a fan.
the fan is hers.
give her the fan.
it has no cover,
it has lost its cover,
make a cover for if.
Plural.
We see with our eyes.
these pens are ours.
he gave them to us.
ye or you you saw the pens,
yours they are not yours.
you shall not have
them.
they drink tea.
the nuts are theirs.
teach them to be good.
they eat fish.
the birds are theirs.
learn them the alpha-
bet.
they cannot see.
the loss is theirs.
I am sorry for them.
you
they
' theirs
them
they
' theirs
' them
: they
. theirs
them
5d. rossEssivE tronouxs.
Our
My You live in my house,
thy he has thy book and slate,
his his slate is broken,
her she lost her comb.
your
their
Our house is new.
your house is old.
their dog is lost.
82
(16/A EXERCISE.)
4th. DISTRIBUTIVE.
Each
Each of them gave me an apple.
every
every one of them is poor.
either
I have not seen either of them.
5tll. DEMONSTRATIVE.
this
this is a fine day.
that
that is a sour apple.
these
these apples are sour.
those
those pears are sweet.
6th. Indefinite.
some
some of you must go for water.
one
one of you may go.
any
any of you may go.
all
you must not all go.
other
he is in the other room.
such
I never saw him in such a passion
17th EXERCISE.
Verbs expressive of some of the first necessary Actions
of Life,
To live, I live, thou livest, he lives.
The man lives.
to breathe, "We breathe, you breathe, they breathe.
All of us breathe.
to suck, I sucked, thou suckedst, he sucked.
We all sucked.
to sleep, "We sleep, you sleep, they sleep.
The infant sleeps.
to wake, I wake, thou wakest, he wakes.
The man wakes me.
to eat, I eat, thou eatest, he eats.
We eat dinner,
to drink, I drink, thou drinkest, he drinks.
They drink water,
to see, I see, thou seest, he sees.
We see the sun shine.
[
83
I
To hear,
to smell,
to taste,
to ehew,
to swallow,
to lie,
to sit,
to go,
to come,
to love,
to hate,
to walk,
to run,
to hop,
to get,
to jump,
to wash,
to speak,
(17th KXERCISE.)
1 hear, thou hearest, he hears.
The Deaf and Dumb do not hear.
I smell, thou smellest, he smells.
The hay smells sweet.
I taste, thou tasteth, he tastes.
He tasled the peach.
I chew, thou chewest, he chews.
He chews his meat.
I swallow, thou swallowest, he swallows.
He sivallowed a plum.
I lie, thou liest, he lies.
He lies on the bed.
I sit, thou sittest, he sits.
She sits in the chair.
he goes.
I go, thou goest,
He goes to bed at dusk.
I come, thou comest, he comes.
Let them come to us.
I love, thou lovest, he loves.
I lone the baby.
I hate, thou hatest, he hates.
He hales to speak the truth.
I walk, thou walkest, he walks.
We walk to school.
We run, you run, they run.
We run and play.
We hop, you hop, they hop.
He is hopping.
I get, thou gettcst, he gets.
He gets a whipping.
I jump, thou jumpest, he jumps.
He is jumping.
We wash, you wash, they wash.
They are washing.
We speak, you speak, they speak.
I apeak the truth.
[
84
3
(17//i EXERCISE.)
To give, We give, you give, they give.
Give me your hand,
to take, I take, thou takest, he takes.
Take her fan.
to dress, We dress, you dress, they dress.
Dress the hahy.
to undress, We undress, you undress, they undress.
We undress and go to bed.
to kiss, I kiss, thou kissest, he kisses.
I kissed the baby's cheek,
to send, We send, you send, they send.
We send you to school to learn,
to fall, I fall, thou fallest, he falls.
I fell down and hurt myself,
to rise, We rise, you rise, they rise.
I rise early in the morning,
to do, I do, thou docst, he docs.
I do as I am bid.
to act, I act, thou acteth, he acts.
He acls like a fool.
18th EXERCISE.
Exercises by Familiar Sentences on the Parts of the
Human Body.
Body A cow has a large body.
limbs He has long limbs. A tree has limbs.
« A poplar tree has long limbs.
head He has a big head. He has a thick head.
face She has a broad face.
hair Her hair is long. She has long hair.
forehead He has a high/orchcad. His /orehead is high,
crown The crown of his head is bald,
temples Her temples are covered with curls,
curl That curl hangs behind her ear.
eye He has but one eye.
[
85
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(\8th EXERCISE.)
Eyes Her eyes are bright. She has bright eyes.
pupil The pupil of his eye is black,
eve-brows He has large eye-brows.
eve-lid Ilis eye-lid was swelled,
eye-lashes You have no eye-lashes.
eye-balls The boy stuck a fork in his eye-ball.
" It put out his eye. It made him blind,
nose I have a large nose. He has a Roman nose.
nostrils We have two noslrils.
cheek She has a red cheek. His cheeks are both red.
dimple She has a dimple on her chin,
whiskers He has black whiskers.
wrinkle He has a wrinkle on his forehead,
lip, lips We have only two lips.
upper-lip He has a thick upper-lip.
under-lip His under-lip is swelled,
mouth He has a wide mouth.
tooth The Doctor drew his tooth.
teeth Her teeth are very white,
gums The gums are red.
tongue The tongue is used in speaking,
palate The palate is in the back part of the mouth,
front-teeth He is shedding his front-teeth.
double-teeth My double-teeth are sound. His double-teeth
are rotten,
upper-tooth This upper-tooth is loose,
under-tooth This undcr-toolh is loose,
loose-tooth I have one loose-tooth. He has two loose-teeth.
rotten-tooth I have one rotten-tooth. He has three rot-
ten-teeth.
chin He has a sharp chin.
beard He has a little beard on his chin. His beard
begins to grow,
throat My throat is sore. I have a sore throat.
car, ears I am deaf in one ear. We are deaf in both ears.
jaws The teeth are fixed in the jaws.
upper-jaw He drew a tooth from the upper-jaw.
I
80
J
Undcr-jaw
neck
arm
arms
right-arm
left-arm
arm-pit
fore-arm
shoulder
elbow
wrist
fist
hand, hands
right-hand
left-hand
palm of the hand
back of the hand
a
finger
joint
knuckles
nails
thumb
fore-finger
middle-finger
ring-finger
little-finger
breast
stomach
side
right-side
left-side
ribs
waist
lap
(18th EXERCISE.)
lie fell down and broke his undcr-jaw.
She has a long neck.
He has but one arm.
The Doctor cutoff one of his arms.
This is my right -arm.
This is my left-arm.
He has a swelling in the arm-pii.
Ilh fore-arm was broken.
The bird sat upon his shoulder.
The poos- boy had a patch upon his elboiv.
He hurt his wrist.
He struck me with his fist.
You have a dirty hand. You have dirty
hands.
My right-hand is sore.
My left-hand is not sore.
He slapped me with the palm of the hand.
He struck me a back-handed blow.
He struck me with the hack of the hand.
He is pointing with the finger.
The finger is out of joint.
The skin is off the knuckles.
The nails of her fingers are long.
The thumb is short. I have a thumb on
each hand.
I have -a fore-finger.
I have a middle-finger.
This is the ring-finger.
This is my little-finger.
I have a pain in my breast.
My stomach is full. I have eaten enough.
Sit down on this side of me.
Sit down on my right-side.
He sat on my left-side.
I have twelve ribs on each side.
The girl had a ribbon around her waist.
The baby sleeps in her lap.
[
87
J
Leg
legs
right-leg
left-leg
hip
thighs
knees
knee-pan
skin
shin
calf of the leg
ancles
foot
soles
instep
heel
toes
great-toe
bone
flesh
scull
brain
heart
blood
lungs
tears
spittle
perspiration
sweat
H
shape
looks
gait
(18/A EXERCISE.)
His leg was shot off.
His legs are crossed. He sits cross-legged.
His right-leg is lame.
He is lame in his lefl-leg.
He fell down and hurt his hip.
His thighs were broken by the fall.
The negro walks on his knees.
This is the knee-pan.
He scraped the skin off his shin.
He has a sore on the shin.
I have a sear on the calf of the leg.
Your ancles are swelled.
She turned hevfoot on one side and sprained
her ancle.
We walk on the soles of the feet.
You have a high instep.
Your shoe is run down at the heel.
Turn your toes out when you walk.
He cut his great-toe with the axe.
The hone of the arm is broken.
The skin covers thejlesh.
The scull is the bone of the head.
The brain is in the scull.
My heart beats quick.
The blood is red.
We breathe through the lungs.
The fears rolled down her cheeks.
Do not spit on the floor : keep it clear of
spittle.
Wipe the perspiration off your face.
I am wet with stveat.
Sweat is the same as perspiration.
Her shape is elegant.
Her looks are pleasant. She is a beautiful
girl.
She walks with a bad gait.
[ 88 1
19th EXERCISE.
Words of Five Letters, represented by sensible Objects.
Acorn
Brush
Apple
Broom
Crown «
^ Coach
Chair
Clock
Camel
Chain
[ 89 ]
(19 fh EXERCISE.)
Churn
Fence
Grapes
^^^##5
SSS 8 " 8 '
Eagle
Flail
Grate
Goose
^vwSo.vS^SSS^W
Globe
Horse
Knife
M
[ 90 1
(l9//i EXERCISE.)
Louse
Quill
Sword
Sieve
Mouse
Razor
Sheaf
Sheep
Sloop £■
Spoow
[ 91 ]
(19/A exercise.)
Spade
Spear
Skate
Snake
Snail
Scull
Screw
Stove
Stool
Spike
[ *°~ ]
(\9th EXERCISE.)
Tongs
Tabic
Whale mmnni
Wedge
Watch
Wheel
[ 93 ]
20th EXERCISE.
A representation of Objects without their Names to
exercise the Pupils in words of five Letters, in the
same manner as in the 5th and Uth Exercises.
[ 04 ]
(20//i EXERCISE.)
[ 05 ]
(20/A EXERCISE.)
90
21st EXERCISE.
Words of Jive Letters, to exercise the Pupils by Natu-
ral Signs, without the objects before them, as in the
6th and 12th Exercises.
Acorn
Apple
Brush
Broom
Crown
Coach
Chair
Camel
Clock
Chain
Churn
Eagle
Fence
Flail
Grapes
Grate
Goose
Globe
Horse
House
Knife
Louse
Mouse
Quill
Razor
Sword
Sheaf
Sieve
Sheep
Sloop
Spoon
Spade
Spear
Skate
Snake
Snail
Scull
Screw
Stool
Stove
Spike
Tongs
Table
Whale
Watch
Wedge
Wheel
22d EXERCISE.
The Words of the preceding Exercise, with the arti-
cles in the Singular and Plural.
SINGULAR.
PLURAL.
An acorn
the acorn
the acorns
an apple
the apple
the apples
a brush
the brash
the brushes
a broom
the broom
the brooms
a crown
the crown
the crowns
a coach
the coach
the coaches
a chair
the chair
the chairs
a cloek
the clock
the clocks
a camel
the camel
the camels
a chain
the chain
the chains
[
97
]
(22<Z EXERCISE.)
SINGULAR.
An eagle
a fence
a flail
a grape
a giate
a goose
a globe
a horse
a house
a knife
a louse
a mouse
a quill
a razor
a sword
a sheaf
a sieve
a sheep
a sloop
a spoon
a spade
a spear
a skate
a snake
a snail
a seull
a screw
a stool
a stove
tongs
a table
a whale
a watch
a wedge
a wheel
the eagle
the fence
the flail
the grape
the grate
the goose
the globe
the horse
the house
the knife
the louse
the mouse
the quill
the razor
the sword
the sheaf
the sieve
the sheep
the sloop
the spoon
the spade
the spear
the skate
the snake
the snail
the scull
the screw
the stool
the stove
the tongs
the table
the whale
the watch
the wedge
the wheel
PLURAL.
the eagles
the fences
the flails
the grapes
the grates
the geese
the globes
the horses
the houses
the knives
the lice
the mice
the quills
the razors
the swords
the sheaves
the sieves
the sheep
the sloops
the spoons
the spades
the spears
the skates
the snakes
the snails
the sculls
the screws
the stools
the stoves
the tongs
the tables
the whales
the watches
the wedges
the wheels
[ ™ ]
23d EXERCISE.
Monosyllabic Verbs, with Short and Familiar Phrases.
To play, I play, thou playcst, he plays.
The boys play.
to tell, I tell, thou tellest, he tells.
J tell the truth,
to peep, I peep, thou peepest, he peeps.
She peeps through the fan.
to talk, I talk, thou talkest, he talks.
You talk too loud,
to spin, I spin, thou spinncst, he spins.
The boy spins his top.
to toss, I toss, thou tossest, he tosses.
He tosses the ball,
to read, I read, thou readest, he reads.
She reads her book,
to speak, I speak, thou speakest, he speaks;
He speaks the truth,
to ride, I ride, thou ridest, he rides.
I ride the horse,
to hold, I hold, thou boldest, he holds;
He holds me fast,
to cut, I cut, thou cuttest, he cuts.
I cut my hand,
to fly, I fly, thou fliest, he flies.
The birdies swift,
to dig, I dig, thou diggest, he digs.
He digs in the ground,
to dine, I dine, thou dinest, he dines.
I dine at two o'clock,
to pray, I pray, thou prayest, he prays.
I pray night and morning,
to mind, I mind, thou mindest, he minds.
He minds his book,
te learn, I learn, thou learnest, he learns.
He learns his lesson,
to fear, I fear, thou fearest, he fears.
The children fear him.
[ 99 ]
(23fi? EXERCISE.)
To sing, I sing, thou singest, he sings.
She tings in church,
to dance, I dance, thou daneest, he dances.
He dances alone,
to stay, I stay, thou stayest, he stays.
She stays in the house,
to hring, I hring, thou hringest, he brings.
Bring me the hat.
to clean, I clean, thou cleanest, he cleans.
He cleans boots and shoes,
to shut, I shut, thou shuttest, he shuts.
I shut him in the closet,
to open, I open, thou openest, he opens.
Open the door,
to say, I say, thou sayest, he says.
He says you hit him.
to brush, I brush, thou brushest, he brushes.
Brush my coat,
to ring, I ring, thou ringest, he rings.
Ring the bell,
to laugh, I laugh, thou laughest, he laughs.
He laughs at you.
to smile, I smile, thou smilest, he smiles.
She smiles at the thought,
to blow, I blow, thou blowest, he blows.
Blow out the candle,
to sail, I sail, thou sailest, he sails.
The boat sails on the water,
to drive, I drive, thou drivest, he drives.
He drives a horse and cart,
to beat, I beat, thou beatest, he beats.
He heats the drum,
to light, I light, thou lightest, he lights.
Light the candle,
to burn, I burn, thou burnest, he burns.
The candle burns.
[ 100 ]
(23c? EXERCISE.)
To shine, I shine, thou shincsl, he shines.
The sun shines.
to sting, I sting, thou stingest, he stings.
The bee stings.
to bake, I bake, thou bakest, he bakes.
He bakes bread,
to soar, I soar, thou soarest, he soars.
The eagle soars to the clouds,
to buy, I buy, thou buyest, he buys.
Buy me a hat.
to sell, I sell, thou sellest, he sells.
He sells apples,
to spit, I spit, thou spittest, he spits.
He spits on the floor,
to flow, I flow, thou flowest, he flows.
The tide flows high,
to swim, I swim, thou swimmest, he swims.
He swims in the river,
to dive, I dive, thou divest, he dives.
He dives under the water,
to make, I make, thou makest, he makes.
He makes shoes.
to kill, I kill, thou killest, he kills.
I killed a rat.
to roast, I roast, thou roasteth, he roasts.
She roasts meat before the fire.
to boil, I boil, thou boilest, he boils.
She boils meat in a pot.
to fry, I fry, thou fryest, he fries.
Fry the meat in a pan.
to broil, I broil, thou broilest, he broils.
Broil the beef-steak.
to stew, I stew, thou stewest, he stews.
Stew the oysters,
to turn, I turn, thou turnest, he tarns.
Turn around. Turn over.
E
101
J
Clothes
shirt
sleeve
sleeve-button
collar
wrist-band
stockings
garters
socks
drawers
pantaloons
suspenders
breeches
fob
gaiters
vest
coat
surtout
great-coat
buttons
cuffs
cravat
boots
shoes
buckles
shoe-string
slippers
wig
hat
brim
hat-crown
lining
hat- band
cap
24th EXERCISE.
ARTICLES OF CLOTHING.
He has new clothes.
I want a clean shirt.
Button my sleeve.
I have no sleeve-button.
My collar is too tight.
His wrist-hand is loose.
I want a pair of cotton stockings.
I have lost one of my garters.
I wear woollen socks.
I bought a pair of linen drawers.
I paid five dollars for my pantaloons.
My suspenders have stretched.
It is unfashionable to wear breeches.
There is no wnteh-fob to my pantaloons.
Take off your gaiters.
Put on your vest.
Your coat does not set well.
Pull off your surtout.
This is not your great-coat.
The buttons are all cut off.
Turn up your cuffs.
Your cravat is dirty.
Clean my boots.
My shoes are clean.
Buckles are out of fashion.
Your shoe-string is untied.
I have no slippers.
His head is bald ; he wears a wig.
I have a white hat.
It has a broad brim.
It has a high crown. My hat-crown is high.
The lining is red.
The hat-band is loose.
She wears a cap.
o
c
102
J
(2&th EXERCISE.)
Night-cap He sleeps in a night-cap.
gown Your gown sets well.
short gown I am making a short-gown.
chemise The chemise is on the grass.
petticoat The petticoat hangs in the yard.
corsets Loosen my corsets, they are too tight.
shawl Throw off your shawl.
ruffle The ruffle is around her neck.
cloak It is too warm to wear a cloak.
bonnet Tie on your bonnet.
ribbon Her bonnet is tied with a green ribbon.
finger-ring That is ajinger-ring.
ear-rings These are ear-rings.
necklace She had no necklace.
beads A string of beads is around the baby's
neck.
girdle She had a girdle around her waist.
gloves I have a new pair of gloves.
feathers There were three feathers in her hat.
muff This is a large and warm muff.
tippet Tippets are worn in winter.
apron Put on your apron.
frock Put on the child's/rocfe.
waist The frock has a long waist.
skirt The skirts are torn.
pocket There is a hole in my pocket.
purse I lost my purse out of my pocket.
pocket-book I did not lose my pocket-book.
pocket-handkerchief I gave a dollar for this pocket-hand-
kerchief.
watch My watch is run down.
chain The chain cost ten dollars.
key The key and seal are gold.
seal The figure of a man's head is on the
seal
103
25th EXERCISE.
Short Phrases, in which an additional list of Adjec-
tives is introduced.
She bought a cheap hat.
He bought a dear watch.
She has a smooth skin.
His beard is rough.
The child is hungry.
The man is thirsty.
His face is ugly.
The girl is handsome.
He has a pale face ; he
is sick.
He has a ruddy face.
His coat sets tight.
Her gown is loose.
She has a weak arm.
The horse is strong.
The girl is deaf.
The boy is dumb.
There is a blind man.
There is a. lame beggar.
There is a dead rat.
There is a live camel.
The nut is bitter.
The apple is sweet.
The vinegar is sour.
The sugar is sweet.
Her hands are tender.
The ox has a tough skin.
I want a fresh fish for
dinner.
I want a salt fish for
dinner.
The weather is fair.
It is foul weather.
It is a rainy day.
Cheap
A cheap hat.
dear
a dear watch.
smooth
a smooth skin.
rough
a rough beard.
hungry
a hungry child.
thirsty
a thirsty man.
ugly
an ugly face.
handsome
a handsome girl.
pale
a pale face
ruddy
a ruddy face.
tight
a tight coat.
loose
a loose gown.
weak
a weak arm.
strong
a strong horse.
deaf
a deaf girl.
dumb
a dumb boy.
blind
a blind man.
lame
a lame beggar.
dead
a dead rat.
live
a live camel.
bitter
a bitter nut.
sweet
a sweet apple.
sour
sour vinegar.
sweet
sweet sugar.
tender
a tender hand.
tough
a tough skin.
fresh
afresh fish.
salt
a salt fish.
fair
fair weather.
foul
foul weather.
rainy
a rainy day.
[
104
J
Stormy
A stormy night.
heavy
a heavy stone.
light
a light feather.
shady
shady trees.
ohedient
an obedient son.
diligent
a diligent scholar.
happy
a happy parent.
unhappy
an unhappy temper.
mutual
severe
industrious
harmless
careless
careful
(25th EXERCISE.)
The night looks stormy.
The stone is heavy*
The feather is light.
The trees arc shady.
My son is obedient.
He is a diligent scholar.
She is a happy parent.
He has an unhappy
temper.
We made a mutual agree-
ment.
Last winter was severe.
Bees are industrious
insects.
Doves are harmless.
The girl is careless.
The woman is careful.
a mutual agreement.
a severe winter,
the industrious bees.
harmless doves,
a careless girl,
a careful woman
26th EXERCISE.
The Verbs of the 23d Exercise used in the Imperfect
Tense, Present Participle, and the Imperative Mood.
To play, I was playing,
Go and play hall,
to peep, thou wast peeping,
See him peep.
to tell, he was telling,
Come and tell me.
to talk, I was talking,
Talk to her.
to spin, thou wast spinning,
Let her spin,
to toss, he was tossing,
Toss the ball to me.
to read, she was reading*
Read your book.
I am playing,
I am peeping,
I am telling,
I am talking,
thou art spinning,
he is tossing,
she is reading,
I
105
3
(26th EXERCISE.)
To speak,
I was speaking,
Speak the truth.
I am speaking,
to ride,
thou wast riding,
Ride the horse.
thou art riding,
to hold,
he was holding,
Hold him last.
he is holding,
to cut,
I was cutting,
I am cutting,
Do not cut your hand.
to fly,
he was flying,
Fly from danger.
he is flying,
to dig,
I was digging,
I am digging,
Dig a hole in the ground.
to dine,
he was dining,
Let us dine together
he is dining,
to pray,
he was praying,
Pray for me.
he is praying,
to mind,
she was minding,
Mind your book.
she is minding,
to learn,
she was learning.
Learn your lesson.
she is learning,
to sing,
I was singing,
Sing no more.
I am singing,
to dance,
she was dancing,
See her dance.
she is dancing,
to stay,
he staid.
Stay till night.
he is staying,
to bring,
he brought,
Bring my hat.
he is bringing,
to clean,
I was cleaning,
Clean my shoes.
I am cleaning,
to shut,
I shut the door,
Shut the door.
I am shutting the door,
to open,
I opened it,
Open the closet.
I am opening it,
to say,
I said my prayers,
Say your prayers.
I am saying,
[ 106 ]
(26th EXERCISE.)
To brush, I was brushing, I am brushing,
Brush my boots,
to ring, I rang the bell, I am ringing,
Ring the bell,
to laugh, I was laughing, I am laughing,
Laugh at her.
to smile, I smiled, I am smiling,
Smile again,
to blow, I was blowing, I am blowing,
Blow out the candle,
to sail, I sailed, I am sailing,
Go sail in the boat,
to drive, he drove, he is driving,
Drive faster,
to beat, he was beating, he is beating,
Beat the drum,
to burn, she was burnt, she is burning^
Burn your finger,
to shine, the sun was shining, the sun is shining,
Let the sun shine.
to sting, the bees were stinging, the bees are stinging,
Let the bees sting.
to bake, the pye was baking, the pye is baking,
Bake a pye for me.
to soar, he was soaring, he is soaring,
Let he eagles soar,
to buy, she was buying, she is buying,
Buy me a pye.
to sell, he was selling, he is selling,
Sell me some nuts,
to spit, he spit in the box, he is spitting,
Spit in the box.
to flow, the tide was flowing, the tide is flowing,
Let the tide^ow.
to swim, he swam in the river, he is swimming,
Swim in the river.
[ 107 J
(26th EXERCISE.)
To dive, be was diving, he is diving,
Dive under water,
to make, 1 was making a pen, I am making a pen,
Make me a pen.
to kill, lie killed the dog, he is killing the dog.
Kill the dog.
to roast, the meat was roasting, it is roasting,
Roast the meat,
to boil, the pot was boiling, it is boiling,
Boil the pot.
to fry, the oysters were fried, they are frying,
Fry me some oysters,
to broil, the fish was broiling, the fish is broiling,
Broil me a fish,
to stew, she stewed the meat, the meat is stewing,
Steiv the meat ivell.
to turn, he turned over, he is turning over,
Let them turn over.
[ 108 ]
27th EXERCISE.
Words of sir or more Letters, represented by sensible
Objects.
Beggar
Bonnet
Bellows
Bottle
Basket
Curtains
Church
Candle
Circle
Cradle
Coffin
[ 109 ]
{21th EXERCISE.)
Castle
Cannon
Dagger
Drummer
Drunkard
Funnel
Feather
Harrow
Hammer
Hatchet
Ladder
Lobster
#p
[ 110 ]
(ll/Zt EXERCISE.)
Monkey Mortar
Oyster
Pincers
D
Shovel
Plough
Rabbit
Saddle
, Scythe
Squirrel Suspenders Spider
t '11 ]
(27th EXERCISE.)
Soldier
Snuffers
Thimble
Tumbler
Umbrella
Parasol
Violin Waggon Compasses
*»&'
Spectacles Scissars
Square
L 112 ]
(27t/l EXERCISE.)
Lantern
Trowel
Barrel
Scales
Skeleton
r*
Lancet
Gimblet
% *Jf
Steelyard
[ 113 ]
28th EXERCISE.
To practise the Pupils, as with the 5th, Uth and 20th
Exercises.
i ■ ■ ■ i , j
L H4 J
(28 //l EXERCISE.)
[ 115 ]
(28/A EXERCISE.)
[ H6 ]
(28th EXERCISE.)
f
t
% — f
117
29th EXERCISE.
To practise
the Pupils, as
i with the 6th,
12th and 1\st
Exercises.
Anchor
Dagger
Plough
Violin
Beggar
Drummer
Rabbit
Waggon
Bonnet '* Drunkard
Shovel
Compasses
Bellows
Funnel
Saddle
Spectacles
Bottle
Feather
Scythe
Scissars
Basket
Harrow
Squirrel
Square
Curtains
Hammer
Suspenders
i Lantern
Church
Hatchet
Spider
Barrel
Candle
Ladder
Soldier
Scales
Circle
Lobster
Snuffers
Trowel
Cradle
Monkey
Thimble
Skeleton
Coffin
Mortar
Tumbler
Lancet
Castle
Oyster
Umbrella
Gimblet
Cannon
Pincers
Parasol
Steelyard
30th EXERCISE.
Food and Drinks, and their kinds.
1. Vegetables.
Potato A potato grows under the ground.
potatoes Potatoes are good roasted or boiled.
turnips Turnips are good boiled.
beets Beets are red and grow under ground.
asparagus I am fond of asparagus.
carrots Carrots are good in soup.
parsnips I do not love parsnips.
sal I ad I eat sallad witli oil and vinegar.
cabbage Cabbage is wbolesome boiled.
cucumbers She loves cucumbers and onions.
[ "8 ]
(30/A EXERCISE.)
Celery Celery makes me sick.
onions Onions have a strong smell.
radishes She eats radishes without salt.
horse-radish Horse-radish flies up my nose.
beans Beans grow in a pod > Beans and peas grow
peas Peas grow in a pod ^ in pods.
spinage Pour some vinegar on your spinage.
squash This is very good squash.
pumpkins Pumpkins grow on vines.
2. Meats.
Beef Beef is the meat of an ox or a cow.
beef-steak Beef -steak is broiled.
roast-beef Roast-beef is cooked before the fire.
corned-beef Corned-beef is boiled in a pot.
veal Veal is the meat of a calf.
veal-cutlet Veal-cutlet is fried in a pan.
mutton Mutton is the meat of a sheep.
lamb I love lamb and peas.
pork Pork is the meat of a hog.
fresh-pork I love fresh-pork ) Fresh-pork is better than
salt-pork I love salt-pork \ salt-pork.
pork-steaks Pork-steaks are good eating,
bacon Bacon is pork salted and smoked.
ham A good ham is the best of food.
fowls Fowls are plenty about new-year.
turkey Buy me a good large turkey.
goose I bought a fat goose.
duck Roast the duck for dinner.
chickens I want a pair of chickens.
quails Qjiails are too dear to buy.
pigeons Pigeons are cheap at three cents.
venison Venison is the meat of a deer.
oysters He eats raw oysters.
fried-oysters I love fried-oysters.
stewed-oysters Stewed-oysters are best.
Oyster-pye
clams
fried-clams
sausages
fish
fresh-fish
salt-fish
hoiled-fish
hroiled-fish
fried-fish
Beef-soup
veal-soup
mutton-soup
lamb-soup
calves-head-soup
chicken-soup
turtle-soup
oyster-soup
clam-soup
vermicelli-soup
Water-melon
musk-melon
limes
figs
lemons
oranges
apples
peaches
pears
dates
plums
[ 119 ]
(30th EXERCISE.)
An oyster-pye is good.
Clams are good food.
Clams are best fried. I am fond of fried-
clams.
Sausages are made of the meat of a hog.
Fishes swim in the water.
Fresh-fish is wholesome food.
Salt-fish does not spoil.
"We had hoiled-fish for dinner.
We had a broiled-fish at breakfast.
I do not love fried-fish.
5. Soups.
I love beef-soup.
He loves veal-soup.
She loves mutton-soup.
Lamb-soup is good for the sick.
I am very fond of culves-head-soup.
Make me some chicken-soup.
We dined upon turtle-soup.
The oyster-soup was excellent.
Clam-soup is rich and nourishing.
I am not fond of vermicelli-soup.
4. Fruits.
This is a red-core water-melon.
The musk-melon is very sweet.
Limes are sour.
Figs are full of little seeds.
Lemons are sour and have thick skins.
Oranges are sweet.
tipples are plenty this season.
Peaches are scarce.
Pears are not ripe.
Dates grow in Africa.
Plums grow on plum-trees.
[ 120 J
(30tk EXERCISE.)
Prunes Prunes are dried plums,
cherries Cherries are ripe in June and July,
grapes Grapes grow on grape-vines,
strawberries Strawberries are sold in little baskets,
raspberries Raspberries are four cents a basket,
cranberries Cranberries are eight cents a quart,
gooseberries Gooseberries are dear.
currants Currants and gooseberries make good tarts,
pine-apple The pine-apple is delicious.
5. Drinks.
"Water I want a drink of water.
cider Give me a drink of cider,
wine I will drink some wine and water,
porter Porter makes my head ache,
beer I do not love beer ,• it is bitter,
spirits Take some spirits and water,
brandy Bathe his side with brandy.
gin I cannot drink gin.
3 1st EXERCISE.
Household and Table Furniture.
Side-board That is an elegant side-board.
table Lay your hat on the table.
chair Take a chair and sit down.
looking-glass I see myself in the looking-glass.
picture The picture hangs against the wall.
wash-stand The wash-stand is too high.
wash-basin Pour water in the wash-basin.
soap Give me some soap to wash my hands.
towel Hand me the towel.
clock The clock stands in the corner.
urn Put the urn on the table.
mat Wipe your feet on the mat by the door.
[
121
]
(31sf EXERCISE.)
Rug This is a new rug.
carpet The carpet is almost worn out.
kettle Hung the kettle over the fire,
tea-kettle Fill the tea-kettle. The tea-kettle boils:
frying-pan The frying-pan is dirty ; clean it.
gi id-iron Broil a fish on the grid-iron.
griddle The griddle is broken,
pail Go to the pump and bring a pail of water,
spit Turn the spit or the meat will burn,
ladle Take the ladle out of the pot.
skimmer Skim the cream off the milk with the
skimmer.
broom Sweep the floor with the new broom.
seat Take a seat if you please,
bench Sit down on the bench.
stool The stool is too low.
sofa Take a seat on the sofa; if you please Ladies,
bureau The bureau is full of clothes,
drawer Open the drawer and take out the shawl,
secretary The pen and ink are in the secretary.
book-case Put this book in the book-case.
candle The candle is almost burnt out.
eandle-stick Clean the candle-stick.
snuffers Bring me the snuffers.
extinguisher Put out the candle with the extinguisher.
bed Go up stairs and make up your bed.
bolster The bolster is gone,
pillow The pillow is dirty,
pillow-case Put on a clean pillow-case.
bed-stead The bed-stead has high posts,
bed-clothes I have not bed-clothes enough to keep me
warm,
mattress I sleep on a mattress in summer,
straw-bed A straw-bed is best in hot weather*
feather-bed A feather-bed is best in cold weather,
sheels There are no sheets on my bed*
P.
[
122
]
(3\st EXERCISE.)
Blaukel I have only one blanket.
bed-spread The bedspread is clean,
bed-curtains I took down the bed-curtains.
counterpane This is a beautiful white counterpane.
bed-pan You must get a bed-pan ; he is sick and
cannot rise,
bed-quilt I am making a bcd-quilt.
warming-pan The bed was warmed with a warming-pan.
cup Give me a cup of tea.
saucer The saucer is cracked,
porringer The porringer is full,
tumbler Give me a tumbler of beer,
coffee-pot The coffee-pot is empty,
milk-pot The milk-pot is full,
lamp Light the lamp. The lamp is lighted,
wick The wick is too thick,
shovel The shovel is bent,
tongs Hand me the tongs.
salt-celer Fill the salt-celer.
pepper-box Empty the pepper-box.
sauce-boat Take care, you will upset the sauce-boat.
pitcher Fill the pitcher with cider,
tea-pot Put the tea in the tea-pot.
sugar-dish There is the sugar-dish.
poker The fire burns dull ; hand me the poker.
smoothing-iron The smoothing-iron is hot.
bellows Blow the fire with the bellows.
and-irons Clean the and-irons.
grate Bring some coal to put in the grate.
fender Put the jfiender before the fire,
tub The tub leaks,
mustard-pot The mustard-pot is cracked,
vinegar-cruet There is no vinegar in the vinegar-cruet.
oil-cruet I have just filled the oil-cruet wish oil.
glass Give me the glass, I want a drink,
decanter The decanter has nothing in It.
f
123
}
Slop-bowl
Mindow-curtains
plate
knife
fork
spoon
dish
dishes
tea-cup
coffee-cups
sugar-tongs
tea-spoon
table-spoon
soup-ladle
(31 St EXERCISE.)
Get the slop-bowl out of the closet.
The window -curtains are dirty.
Change my plate.
My knife is dirty ; so is my fork.
Give me a clean knife and fork.
Bring me a spoon.
Put the bam on the large dish.
Wash the dishes.
Fill my tea-cup.
The coffee-cups are large.
The sugar-tongs are made of silver.
The lea-spoon is bent.
The table-spoon is heavy.
The soup-ladle is in the closet.
32d EXERCISE.
A House, Us Paris and Materials.
House
wooden-bouse
stone-bouse
brick-bouse
foundation
walls
partitions
rooms
ceiling
floor
fire-place
mantle-piece
jambs
flares
tunnel
stoop
steps*
This house stands alone.
That is a wooderkhouse.
He lives in a stone-house.
He owns a brick-house.
The foundation is made of stone.
The walls are very high.
The partitions are made of brick.
The rooms of this house are large.
The ceilings are very white.
The floor is dirty.
The fire-place smokes.
The mantle-piece is wood.
The jambs and flares are marble.
The jlares are black with smoke.
The smoke goes up the tunnel of the
chimney.
Your house has a high stoop.
I fell on the steps of the stoop.
t
124
J
(32rf EXERCISE.)
Scraper There is a scraper by the door,
bell Ring the bell.
knocker I cannot reach the knocker.
gate Open the gate.
door Shut the door after you.
hinge The hinge of the door is broken,
bar Put the bar upon the door at night,
bolt The door has no bolt.
lock Turn the key to lock the door,
key The key is lost and the lock is broke,
key-hole He is peeping through the key-hole.
latch Lift the latch and open the door,
pad-lock There is a pad-lock on the gate,
door-lock The door-lock is out of order,
stairs He fell down stairs and hurt himself,
stair-railing The boy fell over the stair-railing and was
killed,
bannisters Some of the bannisters are loose,
kitchen That is a smoky kitchen.
story This is a three story house,
garret There are bed-rooms in the garret.
front-room The front-room is a very large one.
parlour The parlour is in the second story,
library The library is in the back room,
dining-room The dining-room is on the first floor,
bed-room My bed-room is small,
closet Come out of the closet.
shelf Lay the bread on the shelf.
pantry The butter is in the pantry.
oven We baked an oven full of pies,
chimney The chimney wants to be swept,
hearth The hearth has settled,
corner My cane stands in the corner.
roof This house has a slate roof.
rafters The rafters are rotten,
beams The floor is laid upon the beams.
Gutter
leader
posts
fence
window
blinds
glass
pane
sash
shutter
lime
clay
mortar
I 125 j
(32d EXERCISE.)
The rain falls on the roof, and runs into the gutter.
The leader carries the rain into the cistern.
The posts of the fence are high.
'Vhis fence is made of boards.
The window has no shutters.
There are inside blinds.
The panes of glass are large.
There is one pane broken.
Raise the sash.
Open the shutter.
Lime is white.
Clay is yellow.
Mortar is made of lime, sand and clay.
33d EXERCISE.
A Miscellaneous Exercise on preceding Words.
They live on vegetables.
I drink tea.
He drinks coffee.
She sleeps late.
We rise early.
It is early.
It is not late.
I love you.
We go to school.
It is my book.
They eat fish.
He saw us.
This book is mine.
The hat is his.
The marbles are yours.
That is my money.
They are her apples.
This is his knife.
The pens are ours.
He lives on fish.
She eats potatoes.
They eat beets.
I love turnips.
He loves asparagus.
Eat the carrots.
I eat pork and parsnips,
Sallad makes me sleepy.
I eat boiled cabbage.
She eats cucumbers.
Your breath smells of onions.
Onions have a strong smell.
Onions smell bad.
Radishes are good if tender.
He hates horse-radish.
It burns my mouth.
It flies up my nose.
They tasted the bean*.
I love squashes.
L
120
1
(33(7 EXERCISE.)
He eats boiled pork & squash. Bake the apples.
Spinage tastes good. Give uic fried elams.
I drink water. I want an orange.
You drink cider. Give me a penny.
He drinks wine. This is a large house.
We drink porter. It cost a great deal.
They drink beer. It was built last year.
I tasted the spirits and water. The grapes arc green.
He smells the brandy.
He drinks gin.
The beef is fat.
The pork is sweet.
The veal is poor.
The mutton is bad.
I dined on lamb and peas.
He dines on beef-steak.
She eats veal-cutlet.
They dine on turkey.
Do you cut the beef.
Blow the fire.
You will burn the turkey.
Kill the ducks for dinner.
Open the oysters.
Roast the venison.
Boil the fowls.
Fry the sausages.
Bake an oysier-pye.
Let a fish be broiled.
They arc not ripe.
The house is on fire.
Two houses were burnt down.
They will be rebuilt.
I saw a beggar.
You must not beg.
I saw the soldiers.
They fired the guns.
I was close by them.
They jarred me very much.
I did not hear them.
The candle went out.
Light it again.
Make a circle.
Stand in a circle.
Make up a fire.
Go to church.
I saw him buried.
We must all die.
127
34th EXERCISE.
A Promiscuous Exercise.
Morning Noon Night
forenoon afternoon evening
breakfast dinner supper
I wake in the morning and get out of bed.
Then I dress myself, and wash my hands and face.
I cat my breakfast before I go to school.
I go to school at nine o'clock in the morning.
School is out at one o'clock in the afternoon.
At twelve o'clock it is noon.
When school is out I am hungry, and go home to dinner,
There is no school in the afternoon.
We drink tea in the afternoon.
We are in school all the forenoon.
We have supper at night.
We study our lessons in the evening.
I sleep at night up stairs in a bed.
I eat bread, meat and potatoes at dinner.
It was late in the evening before we drank tea.
It was almost night when we drank tea.
I eat bread and milk for my supper.
I chew my meat with my teeth.
The baby sucks ; it has no teeth, and cannot eat.
I see the ladies in the room.
I cannot speak because I am Deaf and Dumb.
A rose has a sweet smell.
It grows on a rose-bush.
Lemonade is made of the juice of lemons or limes.
Lemons and limes have a sour juice.
My father gave me a picture book.
I love my mamma and my papa.
V say my prayers morning and night.
[ 128 ]
35th EXERCISE.
NUMBERS.
1 23 45 6 18910
1st. Cardinal Numbers.
One
1
Two
2
Three
3
Four
4
Five
5
Six
6
Seven
7
Eight
8
Nine
9
Ten
10
Eleven
11
Twelve
12
Thirteen
13
Fourteen
14
Fifteen
15
Sixteen
16
Seventeen
17
Eighteen
18
Nineteen
19
Twenty
20
Twenty-one
21
Twenty-two
22
Twenty-three
23
Twenty-four 24
Twenty-five 25
Twenty-six 26
Twenty-seven 27
Twenty eight 28
Twenth-nine 29
Thirty 30
Thirty-one 31
Thirty-two 32
Thirty-three 33
Thirty-four 34
Thirty-five 35
Thirty-six 36
Thirty-seven 37
Thirty-eight 38
Thirty-nine 39
Forty 40
Forty-one 41
Forty-two 42
Forty-three 43
Forty-four 44
Forty -five 45
Forty-six 46
Forty-seven 47
Forty-eight 48
Forty-nine 49
Fifty 50
Fi fly-one 51
Fifty-two 52
Fifty -three 53
Fifty-four 54
Fifty-five 55
Fifty-six 56
Fifty-seven 57
Fifty-eight 58
Fifty-nine 59
Sixty 60
Sixty-one 61
Sixty-two 62
Sixty-three 63
Sixty-four 64
Sixty-five Go
Sixty-six 66
Sixty-seven 67
Sixty-eight 68
Sixty-nine 69
]
Seventy
Seventy-one
Seventy-two
Seventy-three
Seventy-four
Seventy five
Seventy-six
Seventy-seven
Seventy-eight
Seventy-nine
Eighty
Eighty-one
Eighty-two
Eighty-three
Eighty-four
Eighty-five
Eighty-six
Eighty-seven
Eighty-eight
Eighty-nine
Ninety
Ninety-one
Ninety-two
Ninety-three
Ninety-four
Ninety-five
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
[ 129
(35^ EXERCISE.)
70 Ninety-six
71 Ninety-seven
72 Ninety-eight
73 Ninety-nine
74 One hundred
75 One hundred and
76 One hundred and
77 One hundred and
78 One hundred and
79 One hundred and
80 One hundred and
81 One hundred and
82 One hundred and
83 One hundred and
84b One hundred and
85 Two hundred
86 Three hundred
87 Four hundred
88 Five hundred
89 Six hundred
90 Seven hundred
91 Eight hundred
92 Nine hundred
93 One thousand
94 Ten thousand
95 One million
2d. Ordinal Numbers.
one
two
three
four
five
six
seven
eight
nine
ten
1st
2nd
3rd
4th
5th
6th
7th
8th
Ninth
Tenth
Eleventh
Twelfth
Thirteenth
Fourteenth
Fifteenth
Sixteenth
96
97
98
99
100
101
102
103
104
105
i06
107
108
109
110
200
300
400
500
600
700
800
900
1,000
10,000
1,000,000
9th
10th
11th
12th
13th
14th
15th
16th
[ 1
30 ]
(35//* EXERCISE.)
Seventeenth
17th
Fiftieth
50th
Eighteenth
18th
Sixtieth
60th
Nineteenth
19th
Seventieth
70th
Twentieth
20th
Eightieth
80th
Thirtieth
30th
Ninetieth
90th
Fortieth
40th
One hundredth
100th
3d. ;
Numerical Adverbs.
Firstly
Fourthly Seventhly
Secondly
Fifthly Eighthly
Thirdly
Sixthly Ninthl;
y
4th. Roman Numbers.
One
1
I
Forty
40
XL
Two
&
II
Forty -five
45
XLV
Three
3
III
Fifty
50
L
Four
4
IV
Fifty-five
55
LV
Five
5
V
Sixty
60
LX
Six
6
VI
Sixty-five
65
LXV
Seven
7
VII
Seventy
70
LXX
Eight
8
VIII
Seventy-five
75
LXXV
Nine
9
IX
Eighty
80
LXXX
Ten
10
X
Eighty-five
85
LXXXV
Eleven
11
XI
Ninety
90
XC
Twelve
12
XII
Ninety-five
95
XCV
Thirteen
13
XIII
One hundred
100
C
Fourteen
14
XIV
Two hundred
200
CC
Fifteen
15
XV
Three hundred
300
CCC
Sixteen
16
XVI
Four hundred
400
CCCC
Seventeen
17
XVII
Five hundred
500
D
Eighteen
18
XVIII
Six hundred
600
DC
Nineteen
19
XIX
Seven hundred
700
DCC
Twenty
20
XX
Eight hundred
800
DCCC
Twenty-five
25
XXV
Nine hundred
900
DCCCC
Thirty
30
XXX
One thousand 1000
M
Thirty-five
35 XXXV
[ H2 ]
36th EXERCISE.
Compound Words represented by sensible Objects.
Bed-stead Riding-chair Watch-chain
Fish-hook Pen-knife Door-lock
Pad-lock New-moon Full-moon
Tea-pot
[ 133 ]
(36th EXERCISE.)
Flower-pot
Hand-saw Buck-saw
Whip-saw
Cork-screw Spider-web
Bee-hive
Broad-axe
Tea-kettle
And-iron
I I* J
(36/Zl EXERCISE.)
' ^ y» ^ l
SB
Wine-glass Side-board Looking-glass
Candle-stick Ink-stand Drawing-knife
Hour-glass
Arm-chair Scap-net
Hobby-horse
[ 135 ]
(36/A EXERCISE.)
Spinning-wheel Smoothing-iron Rat-trap
Jews-harp Saw-buck Wheel-barrow
Wind-mill Fire-engine Powder-horn
[ 137 ]
37th EXERCISE.
To practise the Pupils, as with the 5th, 1 \th, 20th and
28//j Exercises.
[ 1M ]
(37th EXERCISE.)
[ 139 ]
(31tk EXERCISE.)
[ 140 ]
38th EXERCISE.
To practise the Pupils, as with the 6th, 12th, 21 stand
Bed -stead
Riding-chair
Watch-chain
Fish-hook
Pen-knife
Door-lock
Pad-lock
New-moon
Full-moon
Tea-pot
Flower-pot
Hand-saw
Buck-saw
29th Exercises.
Whip-saw
Cork-screw
Spider-web
Bee-hive
Broad-axe
Tea-kettle
And-iron
Wine-glass
Side-board
Looking-glass
Candle-stick
Ink-stand
Drawing-knife
Hour-glass
Arm-chair
Scap-net
Hobby-horse
Spinning-wheel
Smoothing-iron
Rat-trap
Jews-harp
Saw-buck
Wheel-barrow
Wind-mill
Fire-engine
Powder-horn
School
teacher
teachers
principal
assistant-teacher
under-teachcr
tutor
scholar
letter
syllabic
word
hook
39th EXERCISE.
A School and its Appendages.
I go to the school for the Deaf and Dumb.
The teacher learns us to read and write.
We have three teachers.
Mr. L. is principal.
We have two assistant-teachers.
We have no under-teacher.
We have no fufor nor under-teacher.
She is an attentive scholar.
That is the first letter of the alphabet.
The word has three syl-la-hles.
I cannot speak that word.
He tore a leaf out of my boot;.
[
141
3
Page
margin
leaf
alphabet
desk
benches
form
ink
inkstand
quill
pen
paper
blotting-paper
ruler
slate
pencil
slate-pencil
lead-pencil
crayon
sand-box
seal
wafer
sealing-wax
pen-knife
writing-book
pointer
map
Breakfast
dinner
supper
tea
(39th EXERCISE.)
You must learn the whole page.
The margin of the book is blotted.
Turn over the leaf.
Give me the Deaf and Dumb alphabet*
It lies on the writing desk.
These are long benches.
The form is not high.
I-have no ink.
Fill his inkstand with ink.
This quill is split.
Mend my pen and make it good.
She writes on paper.
The blotting-paper absorbs the ink
Bring me the round ruler.
The slate is broken.
My pencil is lost.
Get me a slate-pencil.
Buy me a lead-pencil.
This crayon is not good : it is too hard.
Fill the sand-box with black sand.
The seal of the letter is broken.
I have no wafer to seal my letter.
Bring me the sealing-wax.
My pen-knife is sharp.
It is her writing-book.
Hand the pointer to him.
Look at the map.
40th EXERCISE.
Meals and their Parts.
We take breakfast in the morning.
Our dinner is not ready.
They have eaten supper.
We had cake and rusk with our tea.
[ »« ]
(40/A EXERCISE.)
Coffee My coffee is not sweet.
chocolate Stir your chocolate with the spoon.
loaf Bring ine the loaf of wheat-bread.
loaves Bake four loaves of bread.
bread The bread is sour.
wheat-bread I prefer wheat -bread to rye.
rye-Vead Rye-bread is sweeter than wheal.
fresh-bread i think fresh-bread and butter is best.
stale-bread Stale-bread is best to make toast.
biscuit The biscuit is excellent.
cracker The cracker is hard.
toast Make toast of the stale-bread.
rusk He bakes fresh rusk every day.
cake Give me a piece of cake.
nut-cake I want a nut-cake.
griddle-cakes I will make some griddle-cakes to-day.
crumbs Save the crumbs of bread for the chicken su
crust Give me the crust of bread.
slice Take this slice of bread and butter.
bit I have not had a bit before.
mouthful He did not eat a mouthful.
milk The cow gives a pail full of milk.
cream Cream rises on the top of the milk.
butter Butter is made of cream.
cheese Cheese is made of milk.
sugar Sugar is very sweet.
meat Meat is boiled into soup.
boiled-meat We have boiled-meat for dinner.
fried meat We had fried-meat for breakfast.
broiled-meat He loves broiled-meat.
roast-meat I love roast-meat.
bashed-mcat Take some of this hashed-meat.
stewed-meat The stewed-meat is very good.
eggs Fry the eggs with the ham.
salt Put some salt on the meat.
t
143
3
Pepper
pickles
mustard
oil
vinegar
custard
pudding
sweetmeats
sauce
jelly
gravy
(40/A EXERCISE.)
The boiled meat has no pepper on it.
Pickles are good with roast-meat.
Mustard is not good for children.
Oil is good on sallad, with salt and vinegar.
Bring the vinegar to me.
The custard is made of milk.
This is a very good pudding.
I am fond of sweetmeats.
Put some sauce on my pudding.
She is fond of jelly.
Give me a spoonful of gravy.
4lst EXERCISE.
A Year and the Scaso?is.
A year There are twelve months in a year.
a month There are four weeks in a month.
a week Therfe are seven days in a week.
a day There are twenty-four hours in a day.
an hour Jin hour has sixty minutes in it.
a minute A minute has sixty seconds in it.
a second *1 second is a short period of time.
Spring Grass begins to grow in the Spring.
Summer\ In Summer it is very hot.
Autumn Apples are ripe in Jlutumn.
Winter In Winter it is very cold.
dawn of day I awoke at the dawn of day.
sun-rise I saw the sun rise. I got up at sun-rist.
morning The morning is pleasant.
forenoon It rained thisjforaioon.
noon We dine at noon.
afternoon We have no afternoon school.
sun-set The weather was clear at sun-set.
evening The evening is cloudy.
night It thundered at night.
r
1 11
j
(4
Midnight
to-day
yesterday
to-morrow
Sunday
Monday
Tuesday
"Wednesday
Thursday
Friday
Saturday
last year
this year
next year
last month
this month
next month
last week
this week
next week
one hour
two hours
three hours
half an hour
a quarter of an hour
an hour and a half
an hour and a quarter
beginning
middle
end
1st EXERCISE.)
He sat up till midnight.
I am well to-day.
I was sick yesterday.
I am going to school to-morrow.
Sunday is the first day of the week.
Monday is the second day of the week.
Tuesday is the third day of the week.
Wednesday is the fourth day of tho
week.
Thursday is the fifth day of the week.
Friday is the sixth day of the week.
Saturday is the seventh day of the
week.
I lived in Albany last year.
This year is most gone.
I am going home next year.
It was very pleasant weather last
month.
The name of this month is May.
Next month is called June.
I went into the bath last week.
It is too cold this week to go in the
water.
Next week we shall have an exami-
nation.
School has been out one hour.
I will go in two hours.
You have been gone three hours.
Come back again in half an hour.
tA quarter of an hour is long enough.
He was gone an hour and a half.
You have been gone an hour and a
quarter.
This is the beginning of the year.
This is the middle of the stick.
This is the end of the string.
[
145
]
One o'clock
two o'clock
three o'clock
four o'clock
five o'clock
six o'clock
seven o'clock
eight o'clock
nine o'clock
ten o'clock
eleven o'clock
twelve o'clock
aurora
twilight
Spring
Sumner
Autumn
Winter
season
seasons
January
it
Fehruary
it
March
tt
April
a
May
a
June
a
July
to-
August
(415/ EXERCISE.)
It is one o'clock.
It is two o'clock.
It is half after three o'clock.
It wants half an hour of four o'clocki
School will be out at Jive o'clock.
It is not six o'clock.
It wants a few minutes of seven o'clock.
It is almost eight o'clock.
It is after nine o'clock.
It is nearly ten o'clock.
At eleven o'clock I must go.
It is noon at twelve o'clock.
Aurora follows the dawn of day.
Twilight follows sun-set.
The grass begins to grow in the Spring.
In Summer it is hot weather.
Fruit is ripe in Autumn.
It is cold weather in Winter.
The cold season is past.
There are four seasons in a year.
January is the beginning of the year.
January is the first month of the New Year.
February is the month of snow.
February is the second month in the year.
March is the month of winds.
March is the third month in the year.
April is the month of rain.
April is the fourth month in the year.
May is the month of flowers.
May is the fifth month in the year.
June is the month of mowing.
June is the sixth month in the year.
Juy is the month of harvest. It is the month
of Independence.
July is the seventh month in the year.
August is the month of heat.
r
E
146
1
August
September
ft
October
a
November
tt
December
(41s£ EXERCISE.)
August is the eighth month in the year.
September is the month for apples.
September is the ninth month in the year.
October is the month for making cider.
October is the tenth month in the year.
November is the month to begin making lire.
November is the eleventh month in the year,
December is the month of cold weather.
December is the twelfth month in the year.
It is the last month in the year.
43d EXERCISE.
Water and its Conditions,
Water I want some water to drink,
fresh-water Give me somefresh-wuter.
salt-water The sea contains salt-water.
©lear-water This is not clear-water.
dirty-water It is dirty-water.
muddy-water That is muddy-water.
puddle You will step into that puddle,
frost There was a heavy frost last night,
ice I saw ice in the yard,
snow Snow falls in the winter,
hail The hail broke the windows,
sleet Sleet is fine snow intermixed with rain,
rain The rain fell in heavy showers,
river The river is full offish,
spring Give me some water from the spring.
fountain The fountain is in high ground,
rain-water The cistern is full of rain-water.
river-water The river-water is not good to drink,
spring-water Give me some spring-water.
warm-water Bring me some warm-water to shave myself,
cold-water This is very cold-water.
hot-water He was scalded with hot-water.
Brook
creek
rivulet
pond
lake
sea
ocean
dew
fog
torrent
cascade
rapids
waves
tide
ebb
flood
pump- water
well-water
mineral-water
t 147 ]
(42d EXERCISE.)
I jumped over the brook.
He waded through the creek.
The rivulet runs in a gentle stream.
He was fishing in the pond.
He was drowned in the lake.
The ship was lost at sea.
The waves of the ocean roll very high.
His feet are wet with dew.
The sun dispersed the fog.
The river rushes in a torrent over the rocks.
I have seen the cascade at Paterson.
There are many rapids in the river.
The waves overwhelmed him, and he was
drowned.
The tide ebbs and flows seven feet in New-
York.
It is ebb tide. The tide is ebb.
It was flood tide this morning. The tide is
Jlood.
Go and bring a pail of pump-water.
Draw a bucket of well-water.
I drank some mineral-water.
43d EXERCISE.
WIND AND WEATHER.
Air Rise early and take the fresh air in the
morning,
wind The wind blows furiously,
zephyr A gentle zephyr is blowing,
breeze The wind blows a strong breeze.
gale The wind blows a heavy gale.
storm I was out last night in the storm.
tempest I was at sea in a tempest.
whirlwind The whirlwind blew down a house.
1.
148
J
Hurricane
calm
weather
clear-weather
cloudy- weather
fine-weather
bad-weather
rainy -weather
wet-weather
dry-weather
stormy-weather
warm- weather
cold-weather
heavy-weather
windy-weather
foggy- weather
blustering-weather
snowy- weather
eool-weather
settled-weather
(43rf EXERCISE.)
The hurricane sunk several ships.
It hecame calm after the hurricane.
The weather cleared up and it was
pleasant.
The clear-weather was agreeable.
The cloudy-weather was disagreeable.
"We haw fine-weather for the season.
The bad-weather is uncomfortable.
Rainy-weather is not pleasant.
Wet-iveather is unpleasant.
It is dry-xvealhcr.
The stormij-wealher is past.
Warm-weather has begun.
Cold-weather is to come.
It is dull and heavy-weaiher.
This is windy -weather.
We had foggy-weather yesterday.
It is cold and blustering-weather.
The snowy-weather continues.
The cool-weather made me sick.
It has at last become settled-wealher.
44th EXERCISE.
Verbs in the Present, Past and Future.
To make, I make pens, I made pens,
I will make pens,
to mend, I mend my clothes, I mended my clothes,
I will mend my clothes,
to wear, She wears a cap, S/ie wore a cap,
I will wear a cap.
to cut, I cut my finger, He cut his finger,
He will cut his finger,
to sow, The farmer sows wheat The fanner sowed wheat
He will sow wheat.
[ 149 ]
(44th EXERCISE.)
To tear, He tears the hook, He tore the hook,
lie ivill tear the hook,
to fly, Tlie birdies away, the bird^ew away,
The bird will fly away,
to sail, The hoat sails, the boat sailed,
The hoat will sail,
to swim, I sivim in deep water, I sivam in deep water,
I will swim in deep water,
to crack, I crack a nut, I cracked a nut,
I will crack a nut.
to wash, She washes clothes, she washed clothes,
She will wash clothes,
to cool, The air cools me, the air cooled me,
The air will cool me.
to spell, She spells correctly, he spelled wrong,
He ivill spell correctly,
to read, I read my book, she read her book,
He ivill read his book,
to absorb, The sponge absorbs, the sponge absorbed,
The sponge will absorb.
to congeal, Water congeals into ice, water congealed into ice,
Water will congeal into ice.
to brush, He brushes my coat, he brushed my coat,
He will brush my coat,
to iron, She irons the clothes, she ironed the clothes,
She will iron the clothes,
to clean, He cleans the shoes, he cleaned the shoes,
He will clean the shoes,
to broil, She broils a fish, she broiled a fish,
She will broil a fish,
to boil, The pot boils, the pot boiled,
The pot will boil.
to roast, She roasts the meat, she roasted the meat.
She will roast the meat,
to fry, She fries fish, she fried the fish,
She will fry the fish.
[ 150 ]
(Aith EXERCISE.)
To stew, I stew the apples, I slewed the apples,
I will stcio the apples,
to carve, I carve the turkey, I carved the turkey,
I will carve the turkey,
to bake, The baker bakes bread, he baked bread,
He will bake bread,
to knead, She kneads the bread, she kneaded the bread,
She will knead the bread,
to bubble, The water bubbles, the water bubbled,
The water will bubble.
to overflow, The river overflows, the river overflowed,
The river will overflow.
to write, He writes a letter, he xvrote a letter,
He will write a letter,
to correct, He corrects me, he corrected me,
He will correct me.
to convert, She converts me, she converted me,
She will convert me.
to rinse, She rinses the clothes, she rinsed the clothes,
She will rinse.
to knock, He knocks at the door, he knocked at the door,
He will knock.
to lock, I lock the door, I locked the door,
I will lock the door,
to bolt, He bolts the door, he bolted the door,
He will bolt the door,
to furnish, I furnish the cloth, 1 furnished the cloth,
I will furnish.
to set, The sun sets at night, the sun set in a cloud,
The sun will set to-morrow,
to put, She puts out the fire, she put out the fire,
Water will put out the fire,
to shut, He shuts the door, he shut the door,
He will shut the door,
to open, He opens the door, he opened the door,
He will open the door.
[ 151 ]
(44/A EXERCISE.)
To light, He lights a candle, He lighted a candle,
He will light a candle,
to snuff, She snuffs the candle, she snuffed the candle,
I will snuff the candle,
to thunder, It thunders, It thundered,
It will thunder.
to lighten, It lightens, It lightened,
It will lighten.
to fold, I fold a letter, I folded a letter,
I will fold a letter,
to unfold, She unfolds the linen, she unfolded the linen.
She will unfold,
to erase, I erase the word, I erased the word,
I kh71 erase the word,
to wipe, I wipe my face, I wiped my face,
I wtfM wipe my face,
to rub, He rubs the horse's back he rubbed his back.
He will rub his back,
to sweep, He sweeps chimnies, he sivept the chimney.
He will sweep.
to rain, It rains now, it rained this morning,
It will rain again,
to hail, It hails, it hailed last night,
It will hail.
to snow, It snows, it snowed yesterday,
It will snow to-night,
to freeze, It freezes, it froze hard last night.
It will freeze,
to thaw, It thaws, the sun thawed the snow.
It xvill thaw.
to blow, The wind blows, the wind Mowed,
The wind will blow.
to flow, The tide flows high, the tide flowed high,
The tide will flow high,
to dry, The sun dries the ground, the sun dried the ground
The sun will dry the ground.
[ 152 }
(44/A EXERCISE.)
to teach, He teaches me, he taught me,
He will teach me.
to learn, He learns his lesson, he learned his lesson,
He will learn his lesson,
to seal, I seal the letter, I sealed the letter,
I will seal the letter,
to direct, lie directs the letter, he directed the letter.
He will direct the letter.
45th EXERCISE.
[ 153 ]
45th EXERCISE.
Before
behind
after
in
into
within
out of
h
without
with
through
midst
amid
instead
upwards
downwards
over
above
beneath
under
t*
for
during
below
down
on
among
up
up
tipon
Prepositions.
The man is before the dog.
The dog is behind the man.
The dog runs after the man.
The cane is in his hand.
The boy is looking into the well.
The sword is within the cane.
He walks out of the house.
The rabbit is coming out of the hole in the tree.
He came to school without his book.
I write with a pen.
The boy is looking through the fence.
She is in the midst of trouble.
Amid her fears she forgot her child.
He goes instead of me.
I am looking upwards.
She is looking downwards.
The bird flies over his head.
The clouds are above the bird.
The dust is beneath his feet.
Your hat is under the bench.
The grass is under his feet.
I am going/or the Doctor.
She left me during my sickness.
They are in the room below.
The boy is running down hill.
The nuts are on the tree.
They are found among the leaves;
We are going up stairs.
The squirrel runs up the tree.
The book is upon the table,
v
E
154
]
(45/A EXERCISE.)
About The beggars are about the door,
about The flies are about the sugar,
about The boys are about the fire,
to I am going to dinner,
at He is waiting at the door,
from The lamp hangs from the ceiling.
a The grapes hang/ront the vine,
off He cut off his finger with an axe.
from, till She wept jfrom morn till night,
from, to He slept from sun-set to sun-rise,
from, till The bells runt* from noon till night,
from, to He cameyro7n home to school,
till "Wait here till I return,
towards The man walks towards the tree,
around They turn around in dancing.
" The vine twists around the tree,
on this side We are on this side the fence,
on that side He is on that side the fence,
the other side That house is on the other side of the river,
across He goes across the river.
« The boat sails across the river,
along The boat sailed along the river;
over He swam over the river,
beyond He went beyond his strength,
beyond They gave beyond their ability,
between The stick is between his legs.
in The whip is in the boy's hand,
against He struck his toe against the stone,
beside The man is drunk ; he is beside himself,
besides He is rich and has good qualities besides.
by He lives by his industry,
among She lives among her friends,
opposite They live opposite to us.
beyond He lives beyond Albany.
« The house is beyond the woods.
Well
ill
bravely
prudently
softly
truly
undoubtedly
surely
yes
certainly
no, not
not
no one
nowise
namely
apart
separately
asunder
together
generally
universally
why
wherefore
when
how
very
exceedingly
too
too much
too little
[ 155 ]
46th EXERCISE.
ADVERBS.
I am very well. It is well done, my boy.
He is very ill.
He defended himself bravely.
She behaves prudently.
Walk .softly over the floor.
He is truly a great man.
He is undoubtedly dead.
Surely you are not in earnest.
Fes I am in earnest.
It is certainly true.
No, I will not believe it.
It is not true,- I cannot believe it.
No one disputes it, for we know he was
drowned.
He who seeks God, will in nowise be cast
down.
The days of the week are seven, namely,
Monday, &c.
' The boys are fighting ; take them apart.
Hand the books separately to me.
The roeks were torn asunder.
Tie the quills together in a bunch.
A liar is generally despised.
God is universally adored.
I will tell you why it will not do.
He frequently tells lies, wherefore I cannot
believe him.
I do not know when he will return.
I cannot say how often he struck him.
He acted very rude in church.
He is exceedingly cautious.
I will go with you, and he too may go.
He eats too much at dinner.
It is better to eat too little than too much.
t
156
3
(46//* EXERCISE.)
As much as He gave me as much as I could carry.
inasmuch You shall have it, inasmuch as I promised yo«.
almost It is almost sun-down. It is almost one o'clock.
nearly It is nearly dinner time.
rather I would rather sleep in this room,
especially Especially if I must sleep alone.
chiefly My time is chiefly occupied in reading.
so As all men die, so must you and I.
thus Thus saith the scriptures ; seek and ye shall
find,
as I advise you as a friend, not to forget it.
else There was no one else in company with him.
otherwise Otherwise I should have seen it.
piece-meal He does his work by piece-meal.
scarcely There was scarcely any water to put out the
fire,
hardly I can hardly believe him.
here Here is a small slate,
there If it is there you will find it.
where Can you tell me where he is gone ?
any- where I cannot find him any-where.
no-where He is no-where to be found,
some-where He must be some-where.
hither He came hither from Albany,
thither He is going thither again,
whither Whither he is gone I do not know,
homeward I met him going homeward.
hence I am going hence directly,
thence He is soon coming from thence.
whence Let us go to the place from whence he came,
now I cannot go now.
to-day I will go sometime to-day.
long ago I remember him long ago.
long since We have been long since acquainted,
yesterday Yesterday it rained very hard,
before I must see him before we go.
[
157
J
1 leretofore
formerly
already
liitlierto
lately
since
ever
to-morrow
hereafter
presently
immediately
afterwards
often
seldom
frequently
finally
once
twice
thrice
again
four times
five times
six times
much
little
enough
sufficiently
far
farther
sideways
lately
this morning
this month
daily
weekly
monthly
(46th EXERCISE.)
Heretofore we rose early.
I was formerly acquainted with him>
It is already one o'clock.
Hitherto we have heen friends.
He has lately arrived.
Since we came here we have been friends.
He is ever ready to oblige.
To-morrow we must go to church.
Hereafter we must not be idle.
The steam-boat will pass by presently.
He went to school immediately after dinner.
He afterwards returned for his book.
He is often in the street.
The idle boy seldom learns his lesson.
He must be frequently whipped.
He at first refused, but finally consented.
I saw him once before.
He struck me twice with his fist.
Thrice did the lightning flash.
Come again to-morrow.
He struck me four times.
I have told you five limes.
Six times two are twelve.
He had much to say.
She has eaten a very little.
You do not give me enough for a shilling.
I have eaten sufficiently.
How far did you walk ?
He walked fa rther than we did.
He walks sideways.
They have lately returned.
They went this morning.
They will not return this month.
I expect him to arrive daily.
He comes weekly with butter.
We pay the milk-man monthly,
E
158
J
(46//i EXERCISE.)
Quarterly Rent is paid quarterly in New-York,
yearly They have a yearly feast on Christmas,
not yet It is not yet time to go to sehool.
instantly lie fell from a window and was instantly
killed,
never She is never in the right,
sometimes He is sometimes erazy.
usually She is usually in a good humor,
ever She is ever ready to oblige,
while He shook the table ivhile I was writing,
then And then he struck me.
always You are always ready to do good,
eternally The earth is eternally moving,
more than I can get more than that for it.
quickly The soldiers marched quickly.
slowly The funeral moved sloivly.
perhaps Perhaps I will go to-morrow,
in time If he arrives m time.
probably He probably will arrive,
possibly Fossibly he may arrive,
really I really think he will,
indeed Indeed, I do not see why he will not.
quite I am quite out of patience in waiting.
by all means Come here to-morrow by all means.
by no means I will disappoint you by no means.
by any means 1 will not disappoint you by any means.
not at all Come with punctuality, or come not at all.
47th EXERCISE.
Conjunctions.
If I am willing, if you are willing.
unless I cannot go, unless you go.
yet It appears true, yet I doubt it.
but But if it is true, I will acknowledge it.
so that Go soon, so that I may go too.
[
159
J
So
still
else
though, yet
either, or
neither, nor
and
neither
neither, nor
lest
sinec
notwithstanding
nevertheless
save
except
because
to wit
provided
although
also
therefore
besides
then
then
otherwise
however
without
(47/A EXERCISE.)
He is deficient in knowledge, so is she.
You tell me so, still I am in doubt.
He must go, or else you must.
Though he slay me, yet wii' I trust in him.
Either you must go, or I must.
Neither you, nor she must go.
Sally and Mary are handsome girls.
John and James, are neither of them bad
boys.
Neither John nor James is a bad boy.
Take care lest you are hurt.
It is best to proceed, since we are here.
He persisted, notwithstanding I told him
the danger.
The law is so, nevertheless I will submit.
Give him forty save one.
I will do as you bid, except in one thing.
Because it is morally wrong.
He wrote in the words following, to wit.
I will go, provided my expenses are paid.
He shot the man, although he knew the
consequence.
This house is for sale, also the household
furniture.
He does not know his lesson, therefore he
must study.
They are idle, besides being lazy.
Then neither will improve.
I ate my breakfast, then I went to school.
You must pay me, otherwise I cannot work
for you.
There is an other reason, however, for my
refusal.
I cannot do it, without his consent.
[ »60 ]
48th EXERCISE.
Promiscuous Exercises.
Come, let us go to school.
It is too soon to go to school.
I saw the teacher go to school.
It will be late when we get there.
School will be in before we get there.
The teacher will be there before us.
There goes the teacher.
Mr. L. Miss S. and Mr. M. are our teachers.
School goes in at nine o'clock.
School is out at one o'clock.
"We have fifty-four pupils in our school.
Some of the scholars are not attentive.
The pupils who are attentive will make good scholars.
The Deaf and Dumb do not speak.
Tie is sick and cannot speak a word.
This book was given to me by a friend.
There are one hundred pages in this book.
Your book has a wide margin.
Several leaves are torn out of the book.
She does not know the alphabet.
He has been three days learning the alphabet.
This ink is very black.
This is very black ink.
That is very pale ink.
That ink is very pale.
The ink-stand is full of ink.
This quill will not make a good pen.
I cannot write on this paper.
The paper is very coarse.
I wrote a letter to my mother.
It was sealed with sealing-wax.
[ 161 ]
49th EXERCISE.
Promiscuous Exercises.
I have eaten no breakfast this morning.
I have not eaten breakfast this morning.
I am going away before dinner.
I am coming back after dinner.
Give the children an early supper.
The tea is too strong.
I want to eat some rye bread.
Let me have fresh bread and butter.
We had crackers and cheese after dinner.
The buiscuit is very hard and dry.
The griddle-cake was hot and burnt me.
Do not drop the crums on the floor.
The crust is hard and has broken my tooth.
Cut me a piece of bread and butter.
I only want a little bit.
He did not eat a mouthful.
I bought a pail of butter.
I bought a firkin of butter.
Buy me a roll of fresh butter.
Cut some cheese and put it on the table.
We had fried eggs for dinner.
Let us take a walk after dinner.
I am going in the country to-morrow.
I will cat bread and milk for my supper.
We had apples and oranges after dinner.
I drank two glasses of wine.
He only drank a little wine and water.
I am very fond of sweet-meats.
I ate too many sour cherries.
I do not feel very well to-day.
You are sick, because you ate too many cherries.
If we eat too much, it will make us sick.
We should take care of our health as wall as our money.
W
•
50th EXERCISE.
Promiscuous Exercises.
Spring is the season of blossoms.
Summer is the season of heat.
Autumn is the season of fruits.
Winter is the season of cold.
The cock crows in the morning.
I arose this morning by day-light.
It was very pleasant this morning at sun-rise.
The sun rose at five o'clock this morning.
I saw the sun rise this morning.
I walked five miles before breakfast.
We took breakfast at eight o'clock.
I was very hungry before breakfast.
We had a very late breakfast.
It was very late before we ate breakfast.
I was much fatigued with my walk.
My walk fatigued me very much.
I was tired when I returned from my walk.
I was refreshed after eating breakfast.
Nothing shall deter me from study.
There was no school last week.
There will be school next week.
The teacher was sick, but he has recovered.
You came half an hour too late.
You are an hour and a half too soon.
January is the beginning of the year.
January is the first month in the year.
New- Year is on the first day of January.
January is the first month of the New- Year.
The middle of the day is at noon.
Noon is the middle of the day.
Bring me another candle, my candle is out.
My candle is burnt out, bring me another.
Be prepared for death, for we must all die.
t 103 j
5 1st EXERCISE.
Promiscuous Exercises.
4
Rain falls from the clouds.
The earth absorbs the rain that falls.
Rain falls from the clouds in drops.
The drops of rain unite into water.
The water rises and issues from a spring.
The spring becomes a fountain.
From the fountain runs a rivulet.
The rivulet increases into a brook.
The brook becomes a river.
The river runs into a lake or the ocean.
A pond is a small lake.
The water of lakes and rivers is fresh.
w
The ocean contains salt water.
Water freezes into ice and becomes hard.
Rain is congealed into snow or hail.
Ice is melted and converted into water.
Dew is on the grass in summer.
The heat of the sun evaporates the dew. ^
The dew collects at night.
Cold weather converts dew into frost.
The tide is on the ebb.
The tide is on the flood.
It is ebb tide. It is flood tide.
The wind is air in motion.
There is no wind stirring in a calm.
A calm is the absence of wind.
A zephyr is a gentle wind.
The wind increases to a breeze.
A gale is a strong wind.
A strong wind and bad weather make a storm.
The storm h«* increased to a tempest.
The whirlwind makes g^at destruction.
The hurricane is a continued whirlwind.
[ iw ]
52d EXERCISE.
Promiscuous Exercises.
Make my clothes before Sunday.
I am mending your coat.
He cut off my buttons.
The bird flies in the air.
The boat sails on the water.
The ducks swim in the pond.
Crack the nuts with the hammer.
Do not dirty my clothes with your feet.
"Wash your hands and face before you eat.
Cool your soup before you eat it.
I am refreshed by the breeze.
You spell the word wrong.
He read the book through.
Brush my coat behind.
* Iron the ruffle with a hot smoothing-iron.
Clean my boots and shoes.
Broil the beef-steak for dinner.
The beef is boiled, and dinner is ready.
She is roasting the turkey before the fire.
Fry the oysters in the pan.
Stew the meat in a pot.
The meat is on the table, and dinner is waiting.
Bread is baked in an oven.
The baker kneads the bread before it is baked.
The water bubbles, and the spring overflows.
I wrote a letter to my father.
Correct my letter before I send it.
Rinse your mouth with warm-water.
I knocked at the door, and he opened it.
Lock the door when I go out.
Bolt the door after me.
He will furnish you with clothes.
She set it down in the street.
[ 165 ]
(52d EXERCISE.)
Put on your hat and go to school.
Open the door and shut it after you.
Light a candle, and then I can see.
The candle wants snuffing.
Snuff the candle, and I can see hetter.
It thunders and lightens.
The ham was struck by thunder and lightning.
The lightning set the harn on fire.
Fold the letter, seal and direct it.
Now my letter is sealed and directed.
That line is hadly written ; erase it.
Wipe the sweat off my face.
My face is wet with sweat.
Rub out the figures on your slate.
Sweep the room clean before I come back.
It rains and hails, and the wind blows.
It snowed all night, and the snow is very deep.
The sun is warm and thaws the snow.
The ground is wet with the melting of the snow.
I try to teach him, but he will not learn.
Idleness is the root of all evil.
The idle man will come to want.
[ ** J
53d EXERCISE.
VESSELS AND THEIR KINDS.
Boat
Row-boat
Skiff
Canoe
M 9
Sail-boat
Horse-boat
[ 167 ]
(53d EXERCISE.)
Steam-boat
Sloop
Schooner
*
Frigate.
[ ** ]
54th EXERCISE.
4
Vessels and their Paris.
Boat
Stern
Cable
Row-boat
Oar
Anchor
Skiff
Paddle
Guns
Canoe
Mast
Cannon
Sail-boat
Masts
Port-holes
Horse-boat
Sail
Pistol
Steam-boat
Sails
Bayonet
Sloop
Ropes
Cannon-ball
Schooner
Yards
Grape-shot
Brig
Bowsprit
Bullet
Ship
Deck
Drum
Frigate
Cabin
Fife
Bow
Cabin-windows
Trumpet
[ 169 ]
55th EXERCISE.
Promiscuous Sentences on the 5ith Exercise.
I left my shoes in the boat.
Go back and get them, before they are stolen.
The boat was rowed by six men.
They rowed the boat very fast.
That other boat is a skiff.
A skiff is a flat-bottomed boat.
I saw a canoe with Indians in it.
A canoe is made of a log.
A canoe is sometimes made of bark:
Canoes are made by Indians.
Indians do not row their canoes.
Indians paddle their canoes.
They have short paddles.
I saw a man in a sail-boat.
He sat in the stern of the boat.
The wind blew hard.
The boat sailed fast.
The boat leaned on one side.
I thought the sail-boat would upset.
We crossed the river in a horse-boat.
We saw eight horses.
They went round all the time.
We came from Albany in a steam-boat>
The steam-boat has a hot fire.
There were wheels on the sides.
The wheels turned round.
They made the water foam.
That vessel is called a sloop.
A sloop has but one mast.
A schooner has two masts.
The sails are hoisted by ropes.
A brig has two masts.
A ship has three masts.
Ships and brigs have yards and square sails;
Their masts are made of three pieces,
x
[
170
1
(55th EXERCISE.)
A frigate is a ship with cannon.
Cannon are called great-guns.
Ships have large cahins.
You can walk on a ship's deck.
I looked out of the cahin-windows.
The cannon are fired out of the port-holes.
The cahle is tied to the anchor.
The cable and anchor hold the ship fast.
56th EXERCISE.
COLORS.
Violet
Indigo
Blue
Green
Yellow
Orange
-.
Red
These are beautiful colors.
I admire them very much*
I wish I had them.
Give them to me ?
[ 171 ]
(■ r )6th EXERCISE.)
I cannot give them to you.
Let me see them.
Take care and you shall all see them.
Look ! here they are. count them.
One, two, three, four, five, six, seven.
There are seven colors.
AH these colors are in the rainbow.
Remember the names of them.
You must tell me to-morrow.
You must write them on the slate.
You must <lo it without the book.
You must write them from your own head.
The names must be written in the following order
Violet, indigo, blue, green, yellow, orange, red.
Remember what I tell you.
These seven are the principal colors.
There are many other colors.
They are made from the principal eolors.
They are made by mixing them together.
These are some of them.
White, black, brown, scarlet, grey and purple.
White
Black
•
Brown
Scarlet
Grey-
Purple
[ 172 ]
(56tll EXERCISE.)
The color of that flower is violet.
The color of indigo is made of a plant.
That girl has blue eyes.
The grass is green.
Her hat is tied with a yclloiv rihhon.
That is the color of an orange.
Her cheeks are red.
Snow is white.
Soot is black.
Give me a piece of that brown paper.
The soldier wore a scarlet coat.
Your hairs are grey.
This is a purple ribbon.
I rode on a grey horse.
He had on a blue coat.
Her hat was tied with a blue ribbon.
The leaves of the trees are green.
I saw a beautiful green bug.
She has a pair of yellow shoes.
That house is painted yellow.
He lives in a yellow house.
The man is painting the house.
He is painting it a red color.
Your lips are red, and cherries, are red,
Paper is white, and your skin is white.
This is white paper, that is hrown paper.
Give me a sheet of white paper.
I have a black hat. Leather is black.
Shoes are made of leather. Shoes are black.
Here is a sheet of brown paper.
Wrap it up in brown paper.
The cat has grey eyes.
His coat is grey.
He has a grey coat.
He wears a grey coat.
To row
(o paddle
to sail
to die
to be dead
to sob
to sigh
to sneeze
to itch
to seratch
to kneel
to pray
to preach
to worship
to forgive
to announce
to cure
to prepare
to shave
to drive
to patch
to grind
to deal
to tan
to curry
to bury
to christen
to sing
to bleed
to plead
to print
[ 173 J
57th EXERCISE.
A Promiscuous Exercise.
We voiced the boat across the river.
The canoe was paddled by four Indians.
They sailed in a sail-boat.
He died in the morning.
He was dead when I returned.
She sobbed all day.
She sighs continually.
I sneeze when I take snuff.
When it itches I want to scratch.
She scratched my hand with her nails.
They always kneel when they pray.
He prayed at the grave when W — was buried.
Mr. S. preached this morning.
We must all worship the Supreme Being.
You are very kind to forgive my faults.
Your letter announced his death.
The Doctor cured him of a fever.
I must prepare to go to church.
I must be shaved before i go.
He drove the carriage against a rock and
broke it.
The poor man's coat was patched upon the
elbows
The axe was ground on a grind-stone.
I wish to deal with an honest man.
The hides were tanned in a tan-vat.
The hides were taken from the tan-vat and
curried.
The living must bury the dead.
I saw three children christened.
They sung the whole evening.
I saw the Doctor bleed him from the arm.
He pleaded for his life, but they killed him.
This book was printed in 1821.
[
171
J
To pound
to paint
to steal
to ride
to cultivate
to reap
to burn
to lather
to contain
to pave
to include
to illuminate
to brew
to build
to load
to unload
to cart
to sew
to dig
to trade
to dye
to lean
to upset
to plough
to harrow
to sow
to plant
to foam
to hoist
to fire
(57th EXERCISE.)
The medicine was pounded in a mortar.
The house was painted last year.
He stole a watch, and was locked up in jail.
Let us ride out of town.
The farmer cultivates the earth.
The harvest is reaped in July.
Put your finger in the candle, and it will
burn yon.
The barber lathers before he shaves.
This barrel contains one hundred apples.
The streets are paved with round stone in
New-York.
You are included in the number.
The houses were illuminated on the news of
peaee.
This porter was brewed by Mr. W.
You cannot build such a house for the same
money.
The ship was loaded with cotton.
The ship was unloaded in three days.
The cotton was carted into a store.
She sewed up the hole which I tore in my
apron.
His grave was dug in the church-yard.
He trades to China for tea.
My gown was dyed black.
Vessels lean when the wind blows.
Vessels sometimes upset with the wind.
The ground is ploughed with a plough.
The ground is first ploughed & then harrowed.
The farmer sows the seed upon the ploughed
ground.
He planted a tree by the door.
The horse foamed at the mouth.
The boat was hoisted on deck.
He, fired a gun, but 1 could not hear it.
E
175
]
(57/A EXERCISE.)
To admire I admire the beauty of the rainbow.
to remember I remember you forbade him to go in the
water,
to mix Oil will not mix with water,
to laugh I laughed very much at his story,
to ery The child cried all night with pain,
to weep The mother weeps for the loss of her child,
to whip He whipped the dog unmercifully,
to accompany lie accompanied me to see my father,
to pitch He pitched a stone into the river,
to begin I thought he would soon begin.
to end I feared he would never end.
to shear I cannot shear the sheep to-day.
to weave The weaver weaves cloth,
to cover Charity covers a multitude of sins,
to deposit My money is deposited in the hank,
to wear My clothes are worn out.
to exhort I exhort you to be attentive to your studies.
58th EXERCISE.
Slates of Being.
Life Life is short. Life is uncertain.
death Death is certain. Death ends all our cares.
death "We must all die. In the midst of life we are
in death.
alive I am alive. I am not dead,
dead You are not dead. You are alive,
alive He is alive. He is not dead,
living My father is living, and my mother is living.
dying My sister is dying, and my brother is dying.
well My father and mother are well.
ill My sister is very ill.
health My health is not good,
health I am in a bad state of health.
sickness We cannot avoid sickness.
[
176
1
(58/A EXERCISE.)
Strong He is a strong man.
strength My strength is nil gone,
weak She is a weak woman,
weakness I have been sick and feel my weakness.
feeble My sickness makes me very feeble.
fat That child is very fat.
lean The child has lost all its fat and become kan
eating I was eating my dinner when he came,
drinking You shall see her after drinking tea.
laughing They were laughing at me.
crying The child was crying.
sitting You are sitting.
standing I am standing.
walking We were walking in the park yesterday,
running The boys are running about the streets,
breathing She is breathing the fresh air.
sobbing I whipped the boy, and he is sobbing.
sighing The young woman is sighing.
seeing Seeing the boys play amuses me.
hearing I am hearing the music. He lost his hearing by
sickness.
I lost my hearing when young.
She is smelling the rose.
This is a smelling-bottle.
The honey is sweet ; I am tasting it.
The blind man is feeling his way.
You struck me as if I had no feeling.
You are touching him.
smelling
ft
tasting
feeling
a
touching
sneezing
scratching
pain
ache
sick
ehill
fever
fits
He took snuff and is sneezing.
He is scratching me.
I have a pain in the head.
My bones ache all over.
I am very sick,
I had a chill this afternoon.
You have a fever.
Children have fits.
[ 177 ]
(5Slk EXERCISE.)
Convulsions Convulsions are strong fits,
dull-pain I have a dull-pain in my head,
heavy-pain I had a heavy-pain in my stomach,
sharp-pain lie has a sharp-pain in his side,
darling-pain She has a darting-pain in her face,
severe-pain He had a severe-pain in the knee,
head-ache I have a head-ache. My head aches,
ear-ache I had the ear-ache last night,
tooth-ache She has the tooth-ache.
stomach-ache He has the stomach-ache.
hack-ache He had the hack-ache.
Are you sick ? Do you feel sick ?
Are you unwell ?
Have you any pain ?
Where is your pain.
[ 178 ]
59th EXERCISE.
A Church and its Parts.
A church
a
te
tt
churches
a
a
steeples
A church is a place to worship God.
I have been to church to-day.
I am going to church again.
I go to church every Sunday.
There are many churches in New-York.
Some churches are called meeting-houses,
Because people meet in them to worship God.
Some churches have steeples.
Some churches have no steeples.
[
179
]
Bells
u
bell
clocks
tt
clock
aisle
a
aisles
a
gallery
galleries
pulpit
reading-desk
pews
pew
organ
bible
psalm-book
prayer-book
preacher
sermon
prayers
chorister
clerk
tune
psalm
burying-ground
grave
graves
vault
tomb-stone
coffin
pall
burial
(59lh EXERCISE.)
Some churches have bells.
Some have no bells.
This church has no bell.
Some churches have clocks.
Some have no clocks.
This church has no clock.
"We walked through the aisle of the church.
The aisle is a passage between the pews.
The aisles were full of people.
The people stood up in the aisles.
Some went up stairs to the gallery.
The galleries were full.
The preacher slands in the pulpit.
He reads from the reading-desk.
People sit in the peivs.
Eight people can sit in my pew.
The organ accompanies the singing.
The bible is the book of life.
He read the psalm from the psalm-book.
He read prayers from the prayer-book.
The preacher preaches from the pulpit.
I cannot hear the sermon.
He reads prayers morning and evening.
The chorister sung poorly.
He is sometimes called the clerk.
They sung a delightful tune.
A psalm was sung before prayers.
We walked into the burying-ground,
I saw him put into the grave.
There were many graves in the burying-
ground.
The vault was open.
His name is on the tomb-stone.
The coffin was deposited in the vault.
The coffin was covered with a black palh
I saw his burial
[ 180 J
(. r >9/A EXERCISE.)
Epitaph His epitaph was short. " Here cndelh all
earthly joys."'
pall-bearers All the pall-bearers had scarfs,
scarf The Doctor had a scarf.
funeral Many people attended the funeral.
He died regretted by all his friends.
Blessed are they who die in the Lord.
60th EXERCISE.
MATERIALS OF DRESS.
Cloth This coat is made of cloth.
wool Cloth is made of wool.
" Wool grows on sheep.
" Sheep are sheared of their wool in summer,
yarn "Wool is carded and spun into yarn,
" And then it is wove into cloth,
clothes Cloth is made into clothes, and dyed of many
colors,
linen Shirts are made of linen.
flax Linen is made of flax.
thread Flax is spun into thread.
linen Thread is wove into linen.
muslin Muslin is made of cotton,
cotton Cotton grows on a plant,
cotton-plant It is called the cotton-plant.
" The cotton-plant has a pod.
cotton-wool The pod is filled with cotton-wool.
" Cotton-wool is carded and spun,
cotton-thread It is then called cotton-thread.
«« Cotton-thread is wove into muslin,
calico It is also wove into calico.
dimity She wore a dimity short-gown,
flannel Flannel is made of white wool,
canvass Ships' sails are made of canvass.
hemp Canvass is made of hemp.
[
181
J
Hemp
woollen-stuff
velvet
silk
tt
silk-thread
silk-handkerchief
gauze
crape
lace
satin
ribbon
broad-cloth
kerseymere
tt
nankin
cord
corduroy
leather
tt
fur
(60th EXERCISE.)
Hemp is the bark of a tall plant.
Hemp is spun into coarse thread.
It is then wove into canvass.
Rnpes are made of hemp.
She wore a woollen-stuff petticoat.
His collar is velvet.
His coat has a velvet collar.
The lady had a silk gown.
When you go out, buy me a skein of silk,
Give me a needle full of silk-thread.
I lost my silk-handkerchief out of my
pocket.
Gauze is very wealv and thin.
He had black crape on his hat.
This lace is very fine.
Satin is a beautiful kind of silk.
The ribbon is not wide enough.
The broad-cloth is cheap at four dollars
a yard.
This kerseymere is rotten.
That kerseymere is strong.
Nankin is worn in summer.
The cord is drawn round her waist.
He has corduroy trowsers.
Boots and shoes are made of leather.
These shoes are made of coarse leather.
Her muff and tippet are made of fine fur.
6 1st EXERCISE.
Employments and Trades.
Clergyman The clergyman worships God.
*' He prays for us all.
" He exhorts us to be good.
" He prays to God to forgive our sins.
Preacher He is called a preacher.
I
182
I
Preacher
Physician
Doctor
Surgeon
a
Apothecary
Lawyer
Printer
Painter
a
Portrait-painter
Musician
Barber
Butcher
Baker
«
a
tc
Brewer
Mason
Carpenter
Carman
Tinker
Hatter
(615/ EXERCISE.)
He preaches sermons from the pulpit.
He announces salvation through Jesus
Christ.
The physician cures the sick.
He is called a Doctor.
The Doctor feels the pulse.
The Doctor prescribes medicines for the
sick, and
The sick take medicines to cure them.
The surgeon cures wounds.
He cuts off legs and arms.
The apothecary prepares medicines.
The lawyer pleads for justice.
The printer prints books in a printing-
press.
The painter paints houses.
He puts the paint on with a brush.
The portrait-painter takes likenesses.
The musician teaches music.
The barber cuts hair.
The barber shaved me.
I was shaved by the barber.
The butcher sells meat.
The baker makes bread.
He bakes it in an oven.
Bread is made of flour.
The flour is mixed with water.
It is then kneaded into dough.
The dough is made into loaves.
The loaves are baked in an oven.
Beer and porter are made by the brewer.
The mason builds bouses of brick.
The carpenter builds houses of wood.
The carman drives a horse and cart.
The tinker makes and mends kettles.
Hats are made by the hatter.
[ 183 ]
(61st EXERCISE.)
Confectioner Sweetmeats are made by the confectioner,
" The confectioner sells sweetmeats and sugar-
plums.
Currier The currier dresses leather.
M Leather is made of cow-hides.
Cutler The cutler grinds knives.
Milliner The milliner makes hats for ladies.
Seamstress The seamstress sews with a needle and thread.
Tailoress A tailoress is a female tailor.
Groeer We bought some tea of the grocer.
"Weaver Let us go to the weaver.
*' He has not wove the cloth.
Gardener The gardener knows his duty.
<« He keeps our garden in fine order.
Laborer The laborer carries the hod.
" He carries bricks and mortar in the hod.
Bookseller The bookseller sells books.
Tobacconist Snuff is made by the tobacconist.
" The tobacconist deals in tobacco and snuff.
" Tobacco is ground into snuff.
Merchant The merchant sends ships to sea.
" He trades to distant countries.
Dyer My shawl was dyed black by the dyer.
Tanner The tanner tans cow-hides.
« Cow-hides are tanned with oak-bark.
" They are then eurried and made into leather.
Tailor Men's clothes are made by tailors.
Saddle I rode a horse without a saddle.
Saddler Saddles are made by a saddler.
Potter The potter makes pots and jugs of clay.
" He then bakes them hard in an oven.
Stationer The stationer deals in paper.
Turner The legs of the table were turned in a lathe.
by a turner.
Farmer Thefai-mer cultivates the earth.
« He raises food for man and beast.
t 184 J
Farmer
Planter
Cooper
Brick-maker
Coach-maker
it
Rope-maker
it
Mantua-maker
Cabinet-maker
Watch-maker
Brush-maker
n
Comb-maker
a
a
a
Pin-maker
tt
Shoe-maker
Gold-smith
Copper-smith
Silver-smith
(61 St EXERCISE.)
He ploughs, and sows and harrows the
ground.
He reaps the increase which God bestows.
The planter also cultivates the earth.
This pail was made by a cooper.
The cooper made this pail.
The cooper makes tubs, and kegs & barrels.
The brick-maker makes bricks.
He makes bricks of clay.
He makes them in a mould which is square.
He then dries them in the sun.
The bricks are then burned in the fire until
they are hard.
The coach-maker has a coach to sell.
He made it, and it is very handsome.
This rope came from the rope-maker.
He made it of hemp.
I will send for the mantua-maker.
I want her to make me a new gown.
The mantua-maker makes ladies' clothes.
The cabinet-maker made the side-board.
I sent my watch to the watch-maker.
My watch was out of order, & he repaired it.
I let it fall on the floor and stopped it.
Brushes are made by the brush-maker.
He makes them of hog's bristles.
The comb-maker makes combs.
He makes fine combs of ivory, and
Coarse combs of cow's horns.
Ladies' combs, he makes of tortoise-shell.
Pins are made by the pin-maker.
He makes pins of brass-wire.
Shoes are made by the shoe-maker.
The gold-smith works in gold.
The copper-smith works in copper.
The silver-smith works in silver.
[
185'
3
Black-smith
u
Wheelwright
Ship-wright
tt
Tallow-chandler
Bell-founder
Type-founder
Book-hinder
Boat-builder
Lamp-lighter
Dancing-master
School-master
School-madam
Teacher
(61st EXERCISE.)
The black-smith works in iron.
He makes iron tools.
Wheels are made by the wheel-wright.
The ship-wright huilds ships.
He also repairs ships and other vessels.
The tallow-chandler makes candles.
He makes candles of tallow.
Tallow is the fat of cows, and oxen and
sheep.
Bells are made by the hell-founder.
Types are made by the type-founder.
Books are bound by the hook-binder.
The boat-builder makes boats.
The lamps are lighted by the lamp-lighter.
The dancing-master learned me to dance.
A teacher is sometimes called a school-
master.
If the teacher is a woman, she is called a
school-madam.
My teacher taught me to distinguish good
from evil.
62d EXERCISE.
Lancet
turnkey
mortar
pestle-
types
printing-press
Tools and Instruments.
The Doctor bleeds with a lancet.
The Surgeon draws teeth with a turnkey.
Medicines are pounded in a mortar.
They are pounded with a pestle.
Books are printed with types.
Types are made of metal.
Each type makes a letter.
Types are put togelher and make words.
The types are prepared and put into a
printing-press.
The printer puts ink upon the types.
c
180
]
Printing-press
tt
tt
brush
paint-brush
razor
tt
a
Shaving-brush
shaving-box
scissors
oven
tt
lathe
trowel
chisel
mallet
auger
girablet
plane
compasses
square
grind-stone
needle
thimble
tt
bodkin
loom
shuttle
spade
shovel
pick-axe
(62c? EXERCISE.)
The paper is put on the printing-press.
The paper is then pressed upon the types.
The paper receives the impression.
Paint is put on houses with a brush.
It is called a paint-brush.
The paint-brush is made of hog's bristles.
The paint-brush is used by painters.
I was shaved by the barber with a ra*or.
He cut my face with the razor*
He lathered my face with soap-suds.
He rubbed it on with a shaving-brush.
He held the shaving-box in his hand.
He cut my hair with the scissors.
Bread is baked in an oven.
The oven is heated with fire.
Wood is turned in a lathe.
The trowel is used by masons.
Carpenters use the chisel.
They mortice holes in wood with a chisel.
They strike the mallet on the chisel.
The mallet is a wooden hammer.
Holes are bored in wood with an auger.
Small holes are bored with a gimblet.
Boards are made smooth with a plane.
I made a circle with the compasses.
The carpenters use the square & compasses.
Tools are sharpened upon a grind-stone.
Ladies work with a needle.
They put a thimble on the finger.
It is put on the middle-finger.
The ladies use a bodkin.
Cloth is wove in a loom.
The shuttle is thrown by the weaver.
Holes are dug with a spade.
You can dig in the sand with a shovel.
Hard ground is loosened with a pick-axe.
[ 187 ]
(62d EXERCISE.)
Hoc Corn is planted with a hoe.
ra ke The gardener rakes the garden with a rake.
plough Horses and oxen draw the plough
harrow The ground is harrowed with a harrow.
" The harrow is dragged over the ploughed
ground,
sickle The sickle is used to reap the grain,
waggon The waggon is loaded with hay.
pitch-fork The hay is put on the waggon with a pitch-
fork.
last Shoes are made upon a last.
" The last is made of wood.
" The last is shaped like the foot,
cleaver The butcher cuts his meat with a cleaver.
cooper's-adz The cooper' s-adz, is crooked,
sledge A black-smith's sledge is heavy.
63d EXERCISE.
A City and its Parts.
City JL city contains many houses,
people There are many people in a city,
inhabitants The people are called the inhabitants.
city We are in the city of New- York.
" We live in the city of New- York,
school The school for the Deaf and Dumb is in
Chamber-street,
asylum The asylum for the Deaf and Dumb is in
Chatham-street,
street I live at No. 72 Chatham street.
New- York New-Fork is a large city.
" It contains 120,000 inhabitants,
houses The houses are built close together.
" Some are brick houses, and some are wooden
houses.
streets There are streets between the houses.
[
188
I
(63c? EXERCISE.)
Pavements The pavements arc laid with stone,
side-walks The side-walks are paved with bricks.
" Some are paved with flat stone,
corner He turned the corner into the next street,
capital The capital is the principal city of a state,
city-hall The city -hall in New- York is a large stone
building,
courts The courfs of justice are held in it.
judges The judges sit upon the bench,
jury The jury hear the witnesses,
witnesses The ivilnesscs give evidence,
law The judges explain the law.
lawyers The lawyers plead for the parties,
evidence The jury retire and consult on the evidence,
verdict The jury bring in & verdict.
« The verdict decides upon the guilt of the
prisoner.
« The verdict is made upon the evidence of
witnesses.
If the prisoner is guilty he is put in prison.
There are four prisons in New-York.
If a man owes you and will not pay, he is
put in gaol.
The gaol is called the debtor' s-prison.
It is sometimes called the jail.
If a man owes you he is your debtor.
If a person steals he is put in bridewell.
tt He is kept there till he has a trial.
« If the jury find him not guilty he is
acquitted.
« He is then set at liberty,
penitentiary If he is found guilty, he is sent to the peni-
tentiary, or the state-prison.
« He is put in the penitentiary for stealing
a small sum.
state-prison He is sent to the state-prison for stealing
a large sum.
prison, prisoner
prisons
gaol
debtor's-prison
jail
debtor
bridewell
[
189
1
State-prison
churches
banks
alms-house
u
soup-house
the poor
hospital
university
colleges
academies
schools
free schools
school
asylum
institution
(63rf EXERCISE.)
The prisoners in the penitentiary and State*
prison, are made to work.
There are many churches in New- York.
There are ten banks in the city of New-York.
Money is kept in the hanks.
The poor inhabitants are supported in the,
alms-house.
It is sometimes called the poor-house.
The new alms-house is a large building.
There are many poor people in the almsr
house.
The museum is in a part of the old alms-house.
The school for the Deaf and Dumb is in a
part of the old alms-house.
Soup is made in the soup-house.
It is given to the poor, and those who are in
gaol.
The sick are sent to the hospital.
Sick people who cannot pay, go to the
hospital.
The physicians attend and give medicines
without pay.
Their services are given gratis.
The university includes all the colleges and
academies in the state.
There are four colleges in this state.
There are many academies in the state of
New-York.
Common schools are numerous.
There are a number offree schools in this city.
The Deaf and Dumb are taught in this school.
This is the school for the Deaf and Dumb.
The boarding-house is called the asylum for
the Deaf and Dumb.
The school & asylum are called the New-York
Institution for instructing the Deaf & Dumb.
I
190
]
Institution
market
<t
markets
tavern
wharf
wharves
store
theatre
museum
tt
academy of arts
a
statues
hotel
city- hotel
coffee-house
(63(1 EXERCISE.)
There is an institution for the Deaf and
Dumb, in Hartford.
There is another in Philadelphia.
Meat, vegetables and fruits are sold in
market.
Food of all kinds is sold in market.
There are ten markets in New-York.
A tavern is a common boarding-house.
Jl wharf is made in the river.
The parts of a wharf are connected by
bridges.
There are many wharves in New-York.
Ships lay at the wharves.
Ships lay along side of the wharves.
The store is near the wharf.
The theatre was illuminated.
I have been in the museum.
I saw a great many things in the museum.
We saw pictures in the academy of arts.
We saw men and women made of stone.
These are called statues.
Jl hotel is a genteel boarding-house.
He puts up at the city-hotel.
Merchants meet at the coffee-house.
64th EXERCISE.
Verbs heretofore introduced, conjugated in the Present
and Imperfect Tenses, and Perfect Participle.
1. Regular Verbs.
To live
to breathe
to suck
to wash
Pres. Tense.
Live
breathe
suck
wash
Imperf. Tense.
Lived
breathed
sucked
washed
Perf. or Past Part.
Lived
breathed
sucked
washed
[ 191 ]
(64th
EXERCISE.)
Pres. Tense.
Imperf. Tense.
Per/, or Past Part
To jump
Jump
Jumped
Jumped
to taste
taste
tasted
tasted
to swallow
swallow
swallowed
swallowed
to love
love
loved
loved
to hate
hate
hated
hated
to hop
hop
hopped
hopped
to walk
walk
walked
walked
to dress
dress
dressed
dressed
to undress
undress
undressed
undressed
to play
play
played
played
to dine
dine
dined
dined
to soar
soar
soared
soared
to pray
pray
prayed
prayed
to brush
brush
brushed
brushed
to peep
peep
peeped
peeped
to mind
mind
minded
minded
to talk
talk
talked
talked
to learn
learn
learned
learned
to laugh
laugh
laughed
laughed
to fear
fear
feared
feared
to smile
smile
smiled
smiled
to sail
sail
sailed
sailed
to dive
dive
dived
dived
to dance
dance
danced
danced
to kill
kill
killed
killed
to clean
clean
cleaned
cleaned
to roast
roast
roasted
roasted
to boil
boil
boiled
boiled
to fry
fry
fried
fried
to broil
broil
broiled
broiled
to stew
stew
stewed
stewed
to turn
turn
turned
turned
to open
open
opened
opened
to bake
bake
baked
baked
to pave
pave
paved
paved
192
(64//t
EXERCISE.)
Pres. Tense.
tmperf. Tense.
Perf. or Past Purl
To mend
Mend
Mended
Mended
to erack
crack
cracked
cracked
to dirty
dirty
dirtied
dirtied
to wash
wash
washed
Mashed
to cool
cool
cooled
cooled
to refresh
refresh
refreshed
refreshed
to absorb
absorb
absorbed
absorbed
to congeal
congeal
congealed
congealed
to iron
iron
ironed
ironed
to hash
hash
hashed
hashed
to carve
carve
carved
carved
to knead
knead
kneaded
kneaded
to bubble
bubble
bubbled
bubbled
to correct
correct
corrected
corrected
to convert
convert
converted
converted
to rinse
rinse
rinsed
rinsed
to knock
knock
knocked
knocked
to lock
lock
locked
locked
to bolt
bolt
bolted
bolted
to furnish
furnish
furnished
furnished
to light
light
lighted
lighted
to snuff
snuff
snuffed
snuffed
to fold
fold
folded
folded
to erase
erase
erased
erased
to wipe
wipe
wiped
wiped
to rub
rub
rubbed
rubbed
to wet
wet
wetted
wetted
to seal
seal
sealed
sealed
to direct
direct
directed
directed
to row
row
rowed
rowed
to paddle
paddle
paddled
paddled
to sob
sob
sobbed
sobbed
to sigh
sigh
sighed
sighed
to sneeze
sneeze
sneezed
sneezed
to iteh
itch
itched
itched
[
193
J
To scratch
to kneel
to preach
to worship
to announce
to cure
to prepare
to patch
to tan
to curry
to bury
to christen
to print
to pound
to paint
to cultivate
to reap
to lather
to contain
to include
to illuminate
to brew
to load
to unload
to cart
to trade
to dye
to lean
to plough
to harrow
to plant
to cross
to foam
to hoist
to fire
(64th
Pres. Tense.
Scratch
kneel
preach
worship
announce
cure
prepare
patch
tan
curry
bury
christen
print
pound
paint
cultivate
reap
lather
contain
include
illuminate
brew
load
unload
cart
trade
dye
lean
plough
harrow
plant
cross
foam
hoist
fire
EXERCISE.)
Imperf. Tense.
Scratched
kneeled
preached
worshipped
announced
cured
prepared
patched
tanned
curried
buried
christened
printed
pounded
painted
cultivated
reaped
lathered
contained
included
illuminated
brewed
loaded
unloaded
carted
traded
dyed
leaned
ploughed
harrowed
planted
crossed
foamed
hoisted
fired
A a
Per/, or Past Part.
Scratched
kneeled
preached
worshipped
announced
cured
prepared
patched
tanned
curried
buried
ehristened
printed
pounded
painted
cultivated
reaped
lathered
contained
included
illuminated
brewed
loaded
unloaded
carted
traded
dyed
leaned
ploughed
harrowed
planted
crossed
foamed
hoi-led
fired
[
194
]
To admire
to remember
to mix
to cry
to whip
Pres. Tense.
Admire
remember
mix
cry
whip
to accompany accompany
to pitch pitch
to end end
to shear shear
to tie tie
to cover cover
to deposit deposit
to connect connect
to unite unite
To be
to have
to sleep
to wake
to eat
to drink
to see
to get
to hear
to smell
to lie
to sit
to go
to come
to run
to chew
to speak
to take
to kiss
to send
(64/A EXERCISE.)
Imperf. Tense.
Admired
remembered
mixed
cried
whipped
accompanied
pitched
ended
sheared
tied
covered
deposited
connected
united
2. Irregular Verbs.
Am
have
sleep
wake
eat
drink
see
get
hear
smell
lie
sit
g°
come
run
chew
speak
take
kiss
send
Was
had
slept
woke
ate
drank
saw
got
heard ,
smelled
lay
sat
went
came
ran
chewed
spoke
took
kissed
sent
Per/, or Past Part.
Admired
remembered
mixed
cried
whipped
accompanied
pitched
ended
sheared
tied
covered
deposited
connected
united
Been
had
slept
waked
eaten
drunk
seen
got
heard
smelt
lain
sat
gone
come
run
chewn
spoken
taken
kist
sent
195
3
(64^
To fall
to say
to tell
to buy
to ring
to sell
to spit
to flow
to spin
to sing
to blow
to swim
to drive
to speak
to ride
to bring
to beat
to hold
to burn
to shine
to fly
to dig
to sting
to make
to wear
to tear
to sow
to spell
to write
to overflow
to sweep
to teach
to forgive
to die
to shave
Pres. Tense.
Fall
say
tell
buy '
ring
sell
spit
flow
spin
sing
blow
swim
drive
speak
ride
bring
beat
hold
burn
shine
fly
dig
sting
make
wear
tear
sow
spell
write
overflow
sweep
teach
forgive
die
shave
EXERCISE.)
Imperf. Tense,
Fell
said
told
bought
rang
sold
spat
flowed
span
sang
blowed
swam
drove
spoke
rode
brought
beat
held
burned
shined
flew
dug
stung
made
wore
tore
sowed
spelled
wrote
overflowed
sweeped
taught
forgave
died
shaved
Per/, or Past Part.
Fallen
said
told
bought
rung
sold
spitten
flown
spun
sung
blown
swum
driven
spoken
ridden
brung
beaten
holden
burnt
shone
flown
digged
stung
made
worn
torn
sown
spelt
written
overflown
swept
taught
forgiven
dead
shaven
[
196
J
To grind
to deal
to bleed
to plead
to steal
to burn
to build
to upset
to weep
to think
to wind
(64<A
Pres. Tense.
Grind
deal
bleed
plead
steal
burn
build
upset
weep
think
wind
EXERCISE.)
Imperf. Tense.
Ground
dcalcd
bled
pleaded
stole
burned
built
upsot
wecped
thought
wound
Per/, or Past Part.
Ground
dealt
bled
pled
stolen
burnt
built
upsot
wept
thought
wound
3. Verbs of no variation in the present tense, im-
perfect TENSE, OR PAST PARTICIPLE.
To cut
to shut
to put
to burst
to cast
to cost
to hit
to hurt
to read
to set
to let
to shed
to slit
to split
to spread
to thrust
To rain
to snow
to hail
Cut
shut
put
burst
cast
cost
hit
hurt
read
set
let
shed
slit
split
spread
thrust
Cut
shut
put
burst
cast
cost
hit
hurt
read
set
let
shed
slit
split
spread
thrust
4. Impersonal Verbs.
It rains
it snows
it hails
It rained
it snowed
it hailed
Cut
shut
put
burst
cast
cost
hit
hurt
read
set
let
shed
slit
split
spread
thrust
It has rained
it has snowed
it has hailed
To freeze
to appear
to seem
to happen
to thunder
to lighten
to thaw
to blow
to dry
to be hot
to be cold
[
(Mth
Pres. Tense.
It freezes
it appears
it seems
it happens
it thunders
it lightens
it thaws
it blows
it dries
it is hot
it is cold
197
J
EXERCISE.)
Imp erf. Tense.
It froze
it appeared
it seemed
it happened
it thundered
it lightened
it thawed
it blew
it dried
it was hot
it was cold
Per/, or Past Part.
It has frozen
t has appeared,
t hath seemed
t has happened
t has thundered
t has lightened
t has thawed
t has blown
t has dried
t has been hot
t has been cold
To row
to paddle
to sail
to live
ft
a
a
to die
to live
to reform
to shun
to be dead
M
ft
it
to sob
to think
to relieve
65th EXERCISE.
Verbs in the Infinitive Mood.
1. Present Tense.
It is hard to row a boat.
It is not hard work to paddle a canoe.
The ship is loaded and ready to sail.
It is difficult to live with him.
It is not difficult to live with her.
It is easy to live with her.
It is not easy to live with him.
He is too wicked to die.
She is too good to live.
It is impossible to reform him.
It is best to shun bad men.
He appears to be dead.
He appears not to be dead.
He does not appear to be dead.
He appears to be not dead.
"When he was whipped, he wept, and began
to sob.
She sighs to think of her mother's death.
He took snuff to relieve his head-ache.
To scratch
to be scratched
to scratch
to be scratched
to pray
to preach
to worship
to sing
to worship
to bury
to christen
to read
to bleed
tt
to be bled
to tie
to plead
to print
to pound
tt
to paint
to shave
to bake
to steal
to ride
tt
a
a
tt
to be wicked
to forgive
tt
to cure
to announce
[ ™* J
(65/A EXERCISE.)
It is impossible for him to scratch.
My back itches ; 1 wish it to be scratched.
I do not wish the cat to scratch inc.
1 do not wish to he scratched by the cat.
I saw him kneel to pray.
lie went to the alms-house to preach.
It is good to worship God in prayer.
It is proper to sing in the worship of God.
Some people delight to ivorship God in
silence.
I feel a strong desire to worship God.
A grave-yard is a place to bury the dead.
lie wishes you to christen the children.
You must learn to read.
The Doctor took out his lancet to bleed me.
I was afraid and would not be bled.
I was afraid to be bled.
They held me to tic a string around my arm.
A lawyer requires practice to plead well.
The printer will learn us to print.
These roots are difficult to pound.
These leaves are easy to pound.
He promised to paint my house.
The barber sent his boy to shave me.
I have too much work to bake to-day.
It is wicked to steal.
He is too sick to ride.
He is sick and unable to ride.
He is unable to ride in a carriage.
It is impossible for him to ride in a waggon.
I am not used to ride on horse-back.
You are inclined to be wicked.
Pray to God to forgive your sins.
I am willing to forgive you.
It is impossible to cure him.
It it agreeable to announce good news.
To prepare
to die
to shave
n
to hake
to knead
to make
to drive
to mend
to patch
to grind
to deal
to tan
to curry
to cultivate
to reap
to burn
to contain
to pave
to build
to load
to unload
to cart
to sew
to dig
to dye
to blow
to lean
to upset
to plough
[ 199 ]
(65th EXERCISE.)
It is necessary for all to prepare for death.
We must all prepare to die.
This razor is too dull to shave.
That razor is not sharp enough to share.
It is too late to hake bread.
I will show you how to knead bread.
I will show you how to make bread.
I thought it was difficult to drive a horse.
It is not difficult to drive a gentle horse.
It is easy to drive a gentle horse.
It is difficult to drive an unruly horse.
It is difficult to mend your coat.
It is not easy to patch your coat.
He is unwilling to grind the axe.
He is willing to deal with you.
It will require four months to tan these hides.
1 wish you to eurry the hides.
It is the business of the farmer to cultivate
the earth.
The sickle is employed to reap the harvest.
He tried to burn my hand upon the stove.
The box is too small to contain all the books.
They were employed to pave the yard.
He must have money to build a house.
They began to load the ship.
They ceased to unload the ship.
Get a carman to cart the wood.
Her finger is sore, and she is unable to sew.
Get a spade to dig a hole in the ground.
I wish you to dye my shawl red.
The wind began to blow.
The boat began to lean.
The wind caused the boat to upset.
We must begin to plough to-morrow.
Yoke the oxen to plough that field.
£ 200 J
[65tfl EXERCISE.)
To harrow Take the horses to harrow tins field.
to sow Make haste with your ploughing ; it is
time to sow.
to plant It is too early to plant corn,
to cross The wind blows too hard to cross the river,
to fire He took aim to fire the gun.
to forget He is apt to forget.
to remember He is not apt to remember.
to learn He is very apt to learn.
to laugh I was forced to laugh at his folly,
to cry He began to cry like a child,
to weep The death of her sister caused her to weep.
to whip He is a bad boy, and I was obliged to
whip him.
to end It is time to end your play,
to begin It is time to begin your lesson,
to shear He began to shear the sheep,
to be sheared He has twenty sheep to be sheared.
to deposit I went to the bank to deposit my money,
to be deposited I had one hundred dollars to be deposited.
to wear I am unable to wear my coat,
to be worn It is dirty and not fit to be worn.
to remember I exhort you to remember your Creator in
the days of your youth.
Verbs in the hifinitive Mood.
2. Perfect Tense.
To have read It is impossible to have read the book
through,
to have been read The book ought to have been read through,
to have built He ought not to have built so large a
house,
to have been built It is known to have been built by contract,
to have burnt He wished to have burnt me.
[ 201 ]
(65th EXERCISE.)
To have been burnt A horse was said to have been burnt
in the fire,
to have bled The Doctor was desirous to have
bled him.
to have been bled It was my wish to hare been bled.
to have united It was my wish to have united
them,
to have been united They were to have been united last
week,
to have connected It is proper to have connected
them,
to have been connected They ought to have been connected
long ago.
to have admired To have admired her would make
her vain,
to have been admired She ought not to have been admired.
to have corrected You ought to have corrected my
letter,
to have been corrected My letter ought to have been cor-
rected.
to have swallowed To have swallowed the pin might
have killed him.
to have been swallowed It is impossible for the bone to have
been swallowed.
to have washed You ought to have washed him in
the river,
to have been washed He ought to have been washed in
the river,
to have killed He was to have killed the ox yes-
terday,
to have been killed The ox was to have been killed
yesterday,
to have sealed I ought to have sealed my letter,
to have been sealed My letter ought to have been seakd.
n }\
[
202
I
66th EXERCISE.
Words explained by Contrast or Opposition.
1.
Substantives.
Life
Death
Dirtiness
Cleanness
health
sickness
sleepiness
wakefulness
love
hatred
agreement
disagreement
j°y
grief
management
mismanagement
loss
gain
understanding
misunderstanding
pleasure
pain
behavior
misbehavior
buyer
seller
pleasure
displeasure
warinth
coldness
belief
unbelief
mixture
separation
belief
disbelief
2.
Adjectives.
Big
Little
Smooth
Rough
large
small
pale
ruddy
good
bad
weak
strong
youug
old
tender
tough
new
old
fair
foul
fresh
stale
white
black
fresh
salt
clean
dirty
fat
lean
thin
thick
tall
short
hot
cold
long
short
wild
tame
fine
coarse
cheap
dear
sour
sweet
ugty
handsome
ripe
unripe
tight
loose
rich
poor
dead
alive
wet
dry
heavy
light
low
high
dull
sharp
hard
soft
careful
3. Verbs.
eareless
Active.
Passive.
To live
To die
To be alive To be dead
to love
to hate
to be loved to be hated
to clean
to dirty
to be clean to be dirty
[
203 ]
(66//i
EXERCISE.)
To warm
To cool
To be warm To be cool
to wound
to heal
to be wounded to he healed
to sicken
to cure
to be sick to be cured
to hoist
to lower
to be hoisted to be lowered
to mix
to separate
to be mixed to be separated
to weep
to be merry
to laugh
to cry
to sleep
to wake
to be asleep to be awake
to sit
to stand
to be sitting to be standing
to come
to go
to be coming to be going
to go
to return
to be gone to be returned
to buy
to sell
to be bought to be sold
to shut
to open
to he shut to be opened
4. Opposition by Prefixes.
To fold
To unfold
To be folded
to be unfolded
to load
to unload
to be loaded
to be unloaded
to cross
to recross
to be crossed
to be recrossed
to cover
to uncover
to be covered
to be uncovered
to lose
to gain
to be lost
to be gained
to agree
to disagree
to be agreed
to be disagreed
to approve
to disapprove to be approved
to be disapproved
to bid
to forbid
to be bid
to be forbid
to manage
to mismanage to be managed
to be mismanaged
to understand to misunderstand to be understood
to be misunderstood
to lock
to unlock
to be locked
to be unlocked
i. 204 J
(66th EXERCISE.)
To tie To untie To be lied
to do to undo to be done
to uplift to depress to be uplifted
to include to exclude to be included
to admit to exclude to be admitted
to proceed to digress to be proceeded
to please to displease to be pleased
to behave to misbehave
to affirm to contradict to be affirmed
to refuse to consent to be refused
to give to receive to be given
to take to restore to be taken
to give to take to be given
to engage to disengage to be engaged
To be untied
to be undone
to be depressed
to be excluded
to be excluded
to be digressed
to be displeased
to be contradicted
to be received
to be restored
to be taken
to be disengaged
67th EXERCISE.
Derivation.
From
To live
to suck
to wash
to taste
to love
to hate
«
to walk
to dress
a
to play
to dine
to boil
to turn
to open
Comes
Liver
sucker
washer
taster
lover
hater and
hatred
walker
dresser
dressing
player
dinner
boiler
turner
opening
openness
From
To pray
to brush
to talk
to learn
u
to laugh
u
to dive
to dance
to kill
to clean
to roast
to paint
a
to cultivate
Comes
Prayer
brusher
talker
learner
learning
laugher
laughter
diver
dancer
killer
cleanness
roaster
painter
painting
eultivater
cultivation
•4
L
20<
J
From
To bake
to pave
a
to wash
to cool
to refresh
to absorb
to congeal
to carve
to correct
to knock
to lock
to furnish
it
to light
to snuff
to eraze
tt
to seal
to direct
to preach
to worship
to prepare
to tan
to curry
to bury
to print
tt
to sell
to spit
to spin
to sing
to swim
to drive
to ride
«o hold
(67th
Comes
Raker
paver
pavement
washer
cooler
refresbment
absorption
congelation
carver
corrector
knocker
locket
furnisher
furniture
lighter
snuffer
erasure
erasement
sealer
director
preacher
worshipper
preparation
tanner
currier
burial
printer
printing
seller
spitter
spinner
singer
swimmer
driver
rider
holder
exercise.)
From
To reap
to illuminate
to brew
to trade
to dye
to plant
to admire
to remember
to mix
to cry
to shear
to weave
to cover
to deposit
it
to grind
to deal
to plead
to sleep
to drink
to bear
u
to smell
tt
to lie
to run
to speak
to buy
to sting
to make
to spell
to write
to sweep
to teach
to forgive
to build
Comes
Reaper
illumination
brewer
trader
dyer
planter
admirer
remembrance
mixture
cryer
shearer
weaver
covering
deposition
depository
grinder
dealer
pleader
sleeper
drinker
hearer
bearing
smeller
smelling
lier
runner
speaker
buyer
stinger
maker
speller
w riter
sweeper
teacher
forgiveness
builder
[ 206 ]
68th EXERCISE.
Degrees of Comparison.
Large This is a large house,
larger There is a larger house,
largest That is the largest house.
Small He has a small apple,
smaller She has a smaller apple,
smallest I have the smallest apple.
Short I have three strings ; this is short,
shorter That is shorter than this,
shortest But here is the shortest.
Long Here are three sticks ; one is long,
longer One is longer than the other,
longest And one is the longest.
Tall This man is tall,
taller That man is taller than he,
taller A tree is taller than either,
tallest But the church steeple is the tallest.
High Here is a high tree,
higher There is a higher tree,
highest That is the highest tree.
Low There is a low tree,
lower The bushes are lower than the tree,
lowest The grass is the lowest of the three.
Thick My book is thick,
thicker Your book is thicker than mine,
thickest This book is the thickest.
Thin Here is thin paper,
thinner There is thinner paper,
thinnest That is the thinnest paper.
Old You are an old man,
older I am not older than you,
oldest You are the oldest man in company.
Rich Mr. A is inch,
richer Mr. B is richer than Mr. A.
richest But Mr. C— is the richest of the three.
i
207
J
(G8/A EXERCISE.)
Poor I am so poor as not to he worth a dollar.
poorer He is poorer than you, for he has not half a dollar.
poorest She is the poorest, for she is not worth a cent.
Liltlc She is a Utile girl,
less I am less than she is,
least Maria is least of the three.
Young Phebe is a young woman,
younger Sally is younger than she,
youngest Harriet is the youngest of the three.
Fat I ate some fat meat, and it made me sick.
falter It was fatter than that meat.
fattest But this meat is the fattest.
Lean Give me some lean meat.
leaner Give me some that is leaner than this.
leanest I want some of the leanest.
Hot It is very hot weather.
hotter The weather is hotter this week than last.
hottest This is the hottest day we have had this week.
Cold It was cold weather.
colder It is colder now than it was, but
coldest The coldest weather is in January.
Clear This is a clear day.
clearer It is dearer to-day than it was yesterday.
clearest To-day is the clearest day this week.
Dull The adz is dull,
duller The axe is duller than the ada.
dullest The hoe is the dullest of the three.
Sharp My pen-knife is sharp.
sharper His pen-knife is sharper than yours.
sharpest I have the sharpest pen-knife.
Fine I want someone linen.
finer I want some finer than that.
finest Let me see some of your finest.
Clean Your face is not clean.
cleaner His face is cleaner than yours.
cleanest Her face is the cleanest.
I
liU'3
J
(G8//i EXERCISE.)
Full The barrel is not full.
fuller You can fill it fuller.
fullest This barrel is the fullest.
Haul This brick is hard.
harder This stone is harder than the brick.
hardest This iron is the hardest.
Soft Here is a soft brick.
softer This cork is softer than the brick.
softest This sponge is the softest.
Bright The candle is bright.
brighter The stars are brighter than the candle.
brightest The sun is the brightest.
Cheap I bought my hat cheap.
cheaper His was bought cheaper.
cheapest Her's was bought the cheapest.
Dear She bought a dear hat.
dearer His hat was dearer than hers.
dearest I bought the dearest hat.
Smooth The floor is smooth.
smoother The bench is smoother than the floor.
smoothest The slate is the smoothest of the three.
Pale Her color is gone ; she grows pale.
paler She grows paler aud paler.
palest She is palest, now she has fainted.
Tight Her frock is tied tight.
tighter His shoes are tied tighter than her frock.
tightest The cord around her waist is the Ugliest.
Sweet A peach is sweet.
sweeter Sugar is sweeter than a peach.
sweetest Honey is the sweetest.
Good Your writing is good.
better His writing is better.
best Her writing is best.
Bad John is a bad boy.
worse William is worse than John.
>vorst James is the worst of all.
[ 209 ]
(68/A EXERCISE.)
Near That door is near me.
nearer You are nearer to me than that door,
nearest or She is the nearest to me.
next She stands next to me.
Late It was late when I got to school,
later John came later than I did.
latest or James was the latest.
last He came last of all.
Much He drank too much wine,
more I drank more water than wine,
most He drank the most wine.
Bitter This nut is bitter,
more This beer is more bitter than the nut.
most This porter is the most bitter of the three.
Tender Here is a good tender piece of beef,
more The goose is more tender than the beef,
most The chickens are the most tender.
Hungry Give it to the poor hungry man.
more The child is more hungry than the man.
most I am the most hungry.
Thirsty The boy is thirsty, give him something to drink,
more He is not more thirsty than she is.
most I am the most thirsty.
Handsome That lady is handsome.
more This lady is more handsome than that,
most I saw the most handsome lady in the city.
Beautiful She was beautiful.
more No one could be more beautiful.
most She was the most beautiful lady I ever saw.
Muddy The side-walk is muddy.
more It is more muddy in the yard,
most The street is the most muddy.
Frequent He is frequent in going to church,
more She is more frequent than she is.
most They are the most frequent.
c c
I 210 ]
(68/A EXERCISE.)
Quarrelsome He is quarrelsome.
more She is more quarrelsome.
most They are the most quarrelsome people I
know.
Rainy There was a rainy day last week,
more Yesterday was more rainy.
m °st To-day is the most rainy.
69th EXERCISE.
Singular and Plural.
1. BY ADDING S TO THE SINGULAR.
Awl That awl belongs to the shoe-maker.
awls Awls are used by shoe-makers.
ape An ape is a kind of monkey.
apes Ayes mimic the aetions of men.
axe A man cut his foot with an axe.
axes I bought three axes for one dollar each.
ant I saw a very small ant on the ground.
ants I saw hundreds of ants in the yard.
bee The boy was stung by a bee.
bees Bees make honey.
bow The boy shot a cat with his bow and arrow.
bows The boys are shooting with their bows and
arrows,
bat I saw a bat last evening,
bats Hats fly at night,
bug A bug flew in the window,
bugs Bugs are very plenty in summer,
cow Our cow gives a pail full of milk,
cows The cows are milked by women,
cat Our cat caught a rat.
cats Rats are afraid of cats,
cap She wore a plain cap.
caps She made her own caps.
211
(69th EXERCISE.)
Dog
The dog barks.
dogs
The dogs barked all night.
egg
He is eating an egg.
eggs
Eggs are laid by hens.
eel
That eel is good to eat.
eels
These eels are slippery.
fun
The fan gives wind.
fans
She has two fans.
gun
He is loading his gun.
guns
Those guns made a noise,
hat
Put on your hat.
hats
Take off your hats.
hen
My little hen laid an egg.
kens
Take this corn and feed the hens.
hoe
The hoe is in the garden.
hoes
The hoes are all in the garden.
.J"S
The jug is full of wine.
j«gs
Fill the other jugs with water.
key
The key is in the door.
keys
Bring me the bunch of keys.
owl
I saw an awl in the museum.
owls
Owls can see best at night.
pen
I want a new pen.
pens
The pens are all mended.
pin
Give me a pin.
pins
The pins are all gone.
pot
The pot is over the fire.
pots
The pots are all clean.
Fat
The rat was caught by the cat.
rats
Our cellar is full of rats.
top
The boy spins his fop.
tops
The boys are spinning their tops.
saw
He let the saw fall and broke it.
saws
Mr. S sells saws ; go and buy one,
book
This book is full of pictures.
books
You must not tear your books.
[
212
]
(69th EXERcrsE.)
Bear I saw a great white bear in the museum,
bears Some bears are white, and some arc black,
boat I sailed in a boat.
boats The river was full of boats.
" I counted twenty boats in the river,
bell I heard the bell ring,
bells The bells are ringing for fire,
boot My boot is ripped,
boots He has a new pair of boots*
bird The bird flew away,
birds I saw a flock of birds.
2. PLURAL FORMED BY ADDING eS TO THE SINGULAR.
Fox He is as sly as afox.
foxes Foxes steal chickens and hens.
fish I caught ajlsh with my hook and line.
fishes He caught five fishes.
dish The dish fell and broke in two.
dishes The dishes are on the table.
miss I saw Miss Eliza this morning.
misses She was walking with three other little Misses.
rush The rush grows in wet ground.
rushes Chair bottoms are made of rushes.
hiss The hiss of the goose alarmed her.
hisses I heard his hisses without alarm.
kiss Give me a kiss.
kisses Children are fond of kisses.
box She gave me a box on the ear.
boxes She gave me two boxes.
brush Take the brush and sweep the hearth.
brushes Let us go in and look at the brushes.
3. PLURAL FORMED BY CHANGING f OB.fe INTO teS.
Loaf Let me have a shilling loaf of bread,
loaves We eat five loaves of bread a day.
wife That man's wife is dead,
wives He has had three wives.
[
213
J
(69th EXERCISE.)
Life He leads an idle life.
lives I was reading the (ires of the poets.
knife You must not cut sticks with my knife.
knives He is grinding the knives.
sheaf Go to the harn and hring me a sheaf of straw.
sheaves It will take two sheaves to make a straw-hed.
leaf There is not a leaf on the tree.
leaves The caterpillars have eat up all the leaves.
4. PLURAL FORMED BY CHANGING y AND Cy INTO ies.
Beauty She is a great beauty.
beauties I saw a number of beauties in my walk.
cherry You gave me only one cherry.
cherries You must not eat all the cherries.
twenty I am twenty years old.
twenties You have seen three twenties.
thirty He cannot count thirty.
thirties I counted them, and there were three thirties.
forty He counted forty.
forties Count the whole by forties.
fifty There are fifty dollars in this bundle.
fifties Put the money up in bundles of fifties.
baby My sister has a baby.
babies I heard the babies cry.
lady That lady made me a present.
ladies You should thank the ladies for their visit.
monkey The monkey was tied with a rope.
monkies There are a great many monkies in the museum.
turkey We had a roasted turkey for dinner.
turkies He bought three large turkies.
salary He receives a moderate salary for preaching.
salaries Some preachers receive large salaries.
5. SINGULAR AND PLURAL ALIKE.
Deer I saw a beautiful tame deer.
deer Mr. Scudder has two deer in the museum.
[
214
I
(69//l EXERCISE.)
Sheep I saw a sheep after the butcher had killed it.
sheep The butcher drove a flock of sheep through the
street,
swine A large swine upset the chair,
swine The swine run at large in New-York,
shrimp A New-York shrimp is small,
shrimp Shrimp are very good to eat.
6. NOUNS IN THE SINGULAR ONLY.
Sloth William is a great sloth.
wheat He took the wheat to mill to be ground.
pride Pride will have a fall.
gold All is not gold that shines.
iron Iron is the most useful of the metals,
copper The tea-kettle is made of copper.
silver The tea and table spoons are silver.
lead We make much use of lead.
tin Tin is a very useful metal.
lye With the lye of ashes we make soap.
goodness Her goodness was no protection.
meekness She is full of meekness.
kindness He is all kindness.
hatred He shows great haired to all his friends.
revenge He is full of revenge.
poverty He is depressed with poverty:
bread They eat a large quantity of bread.
beer We drank two gallons of beer.
7. NOUNS IN THE PLURAL ONLY.
Bellows Blow the fire with the bellows.
ashes Take up the ashes.
pincers He pinched me with the pincers.
scissors He is cutting paper with the scissors.
snuffers Snuff the candle with the snuffers.
riches No one knows the extent of his riches.
goods The goods were sold at auction.
tongs Bring me a coal of fire with the tongs.
L
215
]
Ox
oxen
man
men
woman
women
child
children
brother
brothers, or
brethren
foot
feet
goose
geese
mouse
mice
louse
lice
penny
pennies, or
pence
die
dice
(69th EXERCISE.)
8. PLURAL IRREGULAR.
The ox is in the yard.
The oxen are ploughing.
I saw a man fall into the river.
I saw two men take him out.
She is a very kind woman.
Three women were walking together.
The child is asleep.
The children are playing in the yard.
My brother is gone to sea.
She has three brothers.
I beseech you brethren, to he kind unto one
another.
He was wounded in thejfoof.
Both his feet were frozen.
I shot a wild goose.
I saw a flock of wild geese.
The cat killed the mouse.
The mice ran into the hole.
There is a louse.
Lice live among the hairs of the head.
Give me a 'penny.
I gave you two pennies yesterday.
I have six pence in my pocket.
The die is cast, and you must go.
You must not play with dice.
70th EXERCISE.
Masculine and Feminine Gender.
1. FORMED BY DIFFERENT TERMINATIONS.
Actor He is an actor on the stage,
actress She is an actress.
heir He is heir (o a large estate,
heiress She is a great heiress.
[
216
1
(70th EXERCISE.)
Poet The man you saw is a poet. He writes
poetry,
poetess That woman is a poetess. She writes poetry,
hunter The hunter hunts wild beasts,
huntress We have no example of a huntress in this
country.
patron Mr. B is my patron and friend.
patroness Mrs. C is my patroness.
benefactor He was my benefactor in time of need,
benefactress Mary was my benefactress.
tiger The hunters killed a tiger.
tigress The tigress has whelps.
tutor Mr. D is a tutor.
tutoress Miss E is our tutoress.
priest The preacher performs the office of a priest,
priestess A priestess is a female who officiated in
ancient heathen rites,
lion A lion is a strong and powerful animal,
lioness The lioness is ferocious when she has young
ones,
testator The testator left me one thousand dollars
by his will,
testatrix The testatrix left a large estate to her heirs,
master He is master of his own actions,
mistress She is mistress of her own time,
hero Perry, the hero of Lake Erie, is dead,
heroine She is the heroine of the north,
shepherd The shepherd tends his flocks,
shepherdess The shepherdess is a female shepherd,
executor He was executor to my father's estate,
executrix My mother was executrix.
administrator Mr. S was administrator to my uncle's
estate,
administratrix My aunt was the administratrix.
emperor The emperor of France is in confinement,
empress The empress lives in retirement.
Governor
governess
Bachelor
maid
brother
sister ,
buck
doe
sloven
slut
horse
mare
dog
bitch
master
mistress
king
queen
bull
cow
man
woman
father
mother
cock
hen
bride
bridegroom
boy
girl
boar
sow
[ 217 ]
(70/A EXERCISE.)
The governor issued his proclamation.
The governess gave her orders before her
departure.
2. FORMED BY DIFFERENT WORDS.
A bachelor is an unmarried man.
An unmarried woman is called a maid.
Her brother is dead.
Ilis sister is sick.
A buck is a male deer.
A doe is a female deer.
That man is a great sloven.
That girl is a great slut.
The horse kicked his feet through the stable:
I have a mare, and she has a colt.
A mad dog will bite his best friend.
The bitch suckles her pups.
He is master of his own actions.
She is mistress of her own time.
The king put an end to himself.
"When the queen landed in England, the people
gave her a welcome.
The bull gored an ox.
The cow choked herself with an apple.
The man hung himself with a rope.
The woman grieved herself to death.
My father was an industrious man.
My mother was a prudent woman.
The cocfe crows in the morning.
The hen scratches for her chickens.
The bride was arrayed in her best attire.
The bride and bridegroom went to church.
The little boy stubbed his toe against a stone.
The little girl is playing with her doll.
The boar bit a child.
The sow has eight pigs.
[
213
J
(70th EXERCISE.)
Uncle My uncle is a very good man.
aunt My aunt is a very good woman.
son His son is a fine hoy.
daughter Your daughter is a beautiful girl.
nephew My nephew lost his father when he was
a hoy.
niece My niece lias gone to see her sister,
lad The lad is almost a man.
lass She is a pretty lass.
lord My lord, you shall be obeyed,
lady His lady is a beautiful woman.
3. BY THE ADDITION OF A WORD.
Man-servant Mr. F wants a man-servant.
maid-servant I can recommend to you a maid-servant.
he-goat The he-goat butts with his head,
she-goat The she-goat has two kids,
male child This is a male-child.
female-child That is a female-child.
he-bear My father shot a great he-hear.
she-bear The she-bear had two cubs,
male-scholar The male-scholar is slow in learning,
female-scholar The/emale-sc/iolar is quick in learning,
black-man Call the black-man to pile the wood,
black-woman The black-woman is washing the clothes,
black-boy Send the black-boy to the pump for water,
black-girl Tell the black-girl to bring up the dinner,
drake The drake is swimming in the water,
duck The duck is sitting on her eggs.
7 1st EXERCISE.
Exercise on the following Words.
This, These, Each, Either, Neither, One,
That, Those, Every, Or,
Nor,
Other.
[ 219 ]
(7]st EXERCISE.)
1. THIS AND THAT.
I will forgive you this time.
I forgive you this once, but remember the next time, you
shall be whipped.
This is what I said.
I said you told a lie.
That is not what you said.
You said I stole sixpence.
I said you stole sixpence, and you denied it j and
Then I said you told a lie.
This is the whole of what I said, and that is the truth.
This is my hat, that is yours.
She may recover from her sickness, but she must die
at last.
This is certain, that is not.
This book is mine, and that slate is mine.
J gave that ball for this apple.
Thai house is higher than this.
That tree is not so high as this house.
Give me that apple, and I will give you this top.
I would rather have this apple than that top.
I can see better from this place than from that.
I prefer this country to that,
I would rather live in this climate than in that of Georgia.
2. THESE AND THOSE.
These girls are attentive, those boys are not.
These boys are noisy, those girls are quiet.
I gave four shillings for these oranges, and two for those
apples.
The sun, moon and stars display the glory of God :
Tiiese are thy works, Almighty Father, parent of good :
Let those who deny thee examine thy works ; their eyes will
be opened, and their tongues will be loosened in thy praise.
These will speak in honor of thy name,
And those will see thy glory and thy salvation.
[ 220 ]
(7 1st EXERCISE.)
3. EACH AND EVERT.
I gave a penny to each of the girls.
Every one of them has a penny.
I offered a dollar to each of them, but every one of them
refused to take it.
I examined each piece of cloth, and every one of them was
damaged.
They are bad boys ; every one of them deserves a whipping,
and I will give it to each of them.
I gave each a task ; every one learned it.
4. EITHER AND OR.
Either you are right, or I am right.
Either you are wrong, or I am wrong.
Either I am right, or you are right.
Either I am wrong, or you are wrong.
If you are right, then I am not right.
If you are wrong, then I am not wrong.
If I am right, then you are not right.
If I am wrong, then you are not wrong.
He says either you or I must go.
Either he or she will show you.
Either these shoes or those will fit her.
Either this hat or that hat will suit her.
I will buy either this or that bonnet.
I will go either to-day or to-morrow*
5. NEITHER AND NOR.
I will neither quarrel nor fight.
You shall neither eat nor drink.
Thou shalt not kill, neither shalt thou bear false witness
against thy neighbor.
Thou shalt neither kill, nor bear false witness against thy
neighbor.
Neither he nor they speak the truth.
Neither of them speak the truth.
Neither we nor they have suffered.
I
221
]
(715/ EXERCISE.)
Neither of us have suffered.
I will neither give it to him nor to you.
I will neither give it for love nor money.
I say it is wrong ; neither this nor that is right.
6. ONE AND OTHER.
T gave him one apple, he took the other.
One is sweet, the other is sour.
One good turn deserves an other.
Two boys were stealing ; the one was taken, the other ran
away.
Both his children were sick ; the one has recovered, the
other died.
One girl is dead, the other is dying.
One tree is full of fruit, the other is not.
When you stand on one foot, you hold up the other.
I stand with one foot upon one bench, and the other foot upon
the other bench.
I will neither give you one nor the other,
72d EXERCISE.
DOMESTIC ANIMALS.
1. QUADRUPEDS.
Horse. Mare and Colt.
n&
You have seen a horse. He is a very useful animal, and
is made to work for us. A horse is used to carry a man on
his back. This is ealled riding on horse-hack. A bridle is
I
(12(1 EXERCISE.)
put on his head to guide him, and a saddle on his hack,
that we may sit easy, with stirrups to rest the feet in. We
can travel on horse-hack much fetter than a man can walk.
Horses at one time were all wild, and ran in the woods like
other wild animals. They were caught and tamed, and have
become domesticated, and are very necessary for the comfort
and enjoyment of civilized life. In some countries horses
are yet found wild. Other animals as well as horses have
been tamed, and are called domestic animals.
The horse is not only useful to us for riding on horse-back,
but he is accustomed to draw a carriage, a riding-chair, a
waggon, a cart, and a sleigh. A carriage has four wheels,
and is generally drawn by two horses. Those who are rich
ride in a carriage for amusement and pleasure. A riding-
chair is also used for pleasure, but sometimes for business.
The harness is put on the horse's back, and he is tackled
before the chair, and guided by a long bridle called the
lines. We then get in the chair and go a chair-riding,
A waggon has four wheels, and is used by farmers to ride
in, and to carry things in it. It is drawn by two horses.
A cart is drawn by one horse, and is employed in cities, to
draw heavy loads or burthens, from one place to another.
In winter, sh'ighs are used for business or pleasure ; and a
sleigh is drawn on the snow by one or two horses.
Thus by the help of the horse, we can do more work, or
move quicker from one place to another, than we can with-
out him. We can ride on horse-back, in a coach, in a chair,
a waggon, a cart, or a sleigh. But the most useful and
extensive employment to which the horse is applied, is that
of ploughing and harrowing the ground, to plant and sow
seeds, which when grown, furnish food for man and beast.
You must observe that a horse has some parts which an-
swer the same purposes as similar ones in ourselves. The
horse has a head, a mouth, ears, eyes, teeth, nostrils and
legs ; which are employed by him, as the same parts are by
a man. His head, however, is long, and very differently
[ 223 ]
(72(7 EXERCISE.)
shaped from ours ; his mouth is large, and his teeth stout
and strong ; his ears are long and pointed, and can he moved
backward and forward, to hear a noise made before or be-
hind him ; his nostrils are wide, and when he is frightened,
he starts and snorts. The eyes of a horse are very much
like those of a man, but they are larger. We have two legs,
a horse has four; and instead of feet he has hoofs, which
are hard and hornij. To prevent the hoofs wearing out,
the black-smith puts iron-shoes upon them, and makes them
fast with iron-nails.
The horse has other parts very different from a man. On
his neck is long hair, which is called a mane, and on his tail
is similar hair. On his legs, above the hoofs behind, is a
small bunch of hair named the fetlocks. The whole surface
of the body and skin is covered with short hair.
A male horse is sometimes called a stud, and the female
horse a mare. The mare suckles her young one, which is
called a colt. The horse is probably the most useful of all
the domestic animals, and we should be kind to it, and care-
ful in protecting it.
The flesh of the horse is not good to eat, but the hair is
useful, and the skin of the animal when dead, is tanned and
made into stout and strong leather. Horses neigh, and the
noise which they make is called neighing. They fight and
defend themselves by biting and kicking with their hind-feet.
Bull.
[ 22 4 ]
(72rf EXERCISE.)
Cow and Calf.
Among domestic animals, although the horse is highly
useful and necessary, it would be difficult to say if those of
the cow kind are less so ; as they answer so many valuable
purposes. They are called neat-cattle, and include the bull,
the ox, the cow, and the calf. The male is called the bull,
the female the cow, and the young one a calf. The ox was
once a bull, but by particular management when young, has
become tame and submissive. He is larger than the bull,
and has long and slender horns. The bull is surly and cross,
and cannot l>e yoked to the plough or waggon, as an ox.
He fights with his horns, which are short and thick, and
kicks with his hind-feet.
Neat-cattle have some parts different from those of a
horse, or other domestic animal. They have a long head,
mouth, nose and eyes, somewhat like those of a horse : but
on the top of the head they have crooked tapering horns,
with which they fight and defend themselves. Their ears,
like those of the horse, are moveable, but broader and not
so sharp. They have a long tail, which is bushy at the end.
Their legs, like those of a horse, are terminated in hoofs,
which are divided in the middle, but those of the horse are
not. The cow has a large bag with four teats, from which
she suckles her calf.
The uses of neat-cattle are numerous. The bull is so
unruly, that he is not employed to work. The ox, on the
coatrary, is yoked to the plough, the harrow, and the loaded
\
I 225 ]
(72d EXERCISE.)
cart ; and by his great strength and docility, can be em-
ployed to great advantage. If from any cause, the ox is not
able to work, he is fatted and killed by the butcher, and the
flesh is called beef. The flesh of the cow is also called beef,
which is very good food. A calf when nearly grown to a
cow, is called a heifer.
The fat of the ox and cow is called tallow, and is made
into candles. When an ox or cow is killed, the skin is called
a hide, or an ox-hide, or a cow-hide. These hides are tan-
ned into leather, of which shoes are made. The hair which
is scraped from the hides, is mixed with mortar for plaster-
ing the walls of houses. The horns are preserved and made
into combs, powder-horns, and some other useful articles.
When the calf is taken away from the cow and killed,
its flesh is called veal, and is very tender and good to eat.
The skin of the calf is also made into fine leather, of which
ladies' shoes are made.
When the calf is killed the cow continues to give milk,
which is eaten and drunk by us all. It is very rich and
nourishing. After milk stands a while, cream rises on the
top, and this is churned and converted into butter, which
we daily eat.
Cheese is made of milk. Cows eat the grass which grows
in the field : and if they have plenty of that, they give a
great quantity of milk, and pay us in this way for the care
we take to provide them food. Cows are milked morning
and evening by women.
Cows low, bulls belloic, and calves baa. The cry which
cows make is a mournful noise called lowing; that of the
bull is loud and frightful, and called bellowing, while the
baaing of the calf is pitiful and unpleasant, but the Deaf
and Dumb cannot hear it.
F-e
[ 226 ]
(72(1 EXERCISE.)
Boar. Sow and Pigs.
Animals of the hog kind are principally used for food.
They are fatted to be killed and eaten. The flesh of hogs
is called pork, and is sold in market like other meat ; hut
it is also "preserved with salt, and kept in barrels for
future use. It is then called salt-pork. Salt-pork will keep
a long while without spoiling, but fresh-pork will not. The
fat of a hog is called lard, or hog's lard, and is separated
from the meat and is used for cooking. The intestines arc
cleaned and filled with the flesh of the hog, chopped fine,
and are then called sausages. When the hog is cut up into
pieces for salting, it is then packed away into barrels with
coarse salt. After three or four weeks, some parts arc taken
out of the barrels and hung up in a smoke-house, smoked
and dried, and in that state will keep a year without spoil-
ing. Salt-pork thus smoked is called bacon, and that which
was the thick part of the fore-leg is called a shoulder of
bacon, and the hind-leg a ham, or a smoked-ham. Beef is
also salted and smoked in the same way, and is called
smoked-beef.
The hair of the hog is very different from that of the
horse and cow, being coarse and rough, and called bristles.
When hogs are killed, they are then put into boiling water
for a minute or two, to loosen the bristles, which are then
pulled out or seraped off with a knife. The bristles are
very useful, and are sold to the brush-makers, who make
them into all kinds of brushes.
[ 227 ]
(72(1 EXERCISE.)
Hogs wallow in llic mire, and root in the ground for
food. They arc fond of wet and muddy places. They make
two kinds of noise which the Deaf and Dumb cannot hear.
They commonly grunt ; but when they are frightened or in
pain, they squeal.
Hogs have a long head and a blunt nose, which is called
a snout. They have long and sharp teeth, and on each side
of the mouth, one tooth is longer than the other. These
two teeth are named tusks. The ears are broad, and some-
times hang down over the eyes. The feet are called hoofs,
and arc divided into two parts before, and two small toes
behind.
When a number of hogs are collected together, they make
what is called a drove of hogs. Hogs are sometimes called
swine. The he-hog is called a hoar, and the she-hog a sow,
while the young ones are named pigs. The sow has many
teats, and can suckle ten or twelve pigs at the same time.
When pigs are five or six weeks old, they are fit to eat.
They arc killed and cleaned, and roasted whole, and are
called roasters. When a pig is roasted before the fire, or
baked in an oven, it is called a roast-pig.
The ivild-boar is a dangerous animal. He fights and
defends himself with his tusks. The boar runs wild in some
countries to this day, and is hunted by the hunters on horse-
hack, for the amusement of hunting, and for the flesh of the
animal.
The hog in his domesticated state, loses a great part of
his natural wildness and ferocity ; but there is so much of
it still left, that we frequently say of a man, that he is a
hog, and sometimes that he is as rough as a hog, if he does
not possess the disposition and manners of a gentleman, and
behaves rough and rude to others.
[
228
J
(72d EXERCISE.)
Ram. Ewe and Lamb.
There are three names applied to sheep. The he-sheep is
called a ram, the she-sheep a ewe, and the young one a lamb.
The ram has generally two crooked horns on his head,
but the ewe and lamb have none. The sheep was once a
•wild animal, but it is not now found in a wild state. It has
become completely domesticated, and is one of the mildest
and gentlest of domestic animals. It is useful to man, by
the food and clothing it produces.
The flesh of the sheep is called mutton, or lamb, when it
is part of a young one. The fat is called tallow, or mutton-
tallow, and is used with beef -tallow to make candles. 'Sheep
do not grow so large as hogs, and (hey have smaller ears.
Their hoofs, like those of the hog, are divided in the middle.
The flesh of the sheep is eaten fresh, and seldom salted.
Instead of hair, sheep have their bodies covered with
curly wool, which is cut off or sheared every summer, and
made into cloth. The wool, after being washed clean, is
carded and spun into yarn, and then wove into cloth. The
skins of sheep are tanned, and made into leather called
sheepskin.
Rams fight and defend themselves with their head and
horns. They run against one another when they fight, and
hull with their heads, and that which is the strongest, beats
the other, and he runs. The cry which sheep make is called
Heating.
[ 229 ]
(72J EXERCISE.)
He-goat. She-goat and Kid.
The goat is still found in a wild state, and living among
the mountains, where it climbs up the steep rocks, seeks
for grass and other food, and where it cannot be hunted by
men. The goat is about the size of the sheep, and is easily
distinguished by its long beard. Goats are not so useful as
sheep. Wild-goats are hunted for their skins, which are
used to cover trunks, and for other purposes. The flesh is
not so good to eat as that of the sheep, except it be the flesh
of the young goat, which is called a kid. Goats are kept
in a domestic state, principally for their kids, and the milk
which they give. Goat's-milk has been highly recommended
in some diseases, as efficacious hi effecting a cure.
Dog.
Bitch and Pups.
The dog is the most faithful of domestic animals, and is
most attached to man. He is gentle and generous, and
grateful for the food and protection which his master gives
[ 230 J
[12d EXERCISE.)
him. The dog is allowed to be one of the most intelligent
of animals, and one that, doubtless, is most to be Admired ;
for, independent of his beauty, his vivacity and swiftness,
he gives the most manifest proofs of his attachment to man.
The dog willingly crouches before bis master, and is ever
ready to lick his hand, in token of kindness and submission.
He waits his master's orders, consults his looks, and is
always ready to obey him. He is constant in his affections,
friendly without interest, and grateful for the slightest favor
he can receive ; easily forgets bad usage and cruelty, and
disarms resentment by submissively yielding to the will of
those whom he endeavors to serve and please.
His sagacity can only be exceeded by his fidelity ; for he
will discover a beggar by his clothes ; and when at night he
is put in charge of tbe bouse, no sentinel can protect it with
greater care. If a stranger approaches, he immediately
sounds an alarm by barking ; and should he come too near,
the dog would spring upon and bite him, unless forbidden
by his master. The dog guards his master's house, pro-
tects it from thieves, and shows an attachment that must at
once both delight and please. He is useful to man in a
variety of ways.
When the dog sees a man, an animal, or any thing ap-
proach that he is not accustomed to see, he begins to growl,
and then he barks, and the noise calls his master. When
he is sick he howls, and when he is hurt or in pain, he
yelps. Dogs are very useful to the farmer in the country,
but of little use in the city. Dogs' feet are called paws,
and are divided into toes, with a horny nail on each. The
she-dog is called a bitch, and her young ones pups.
In hot weather dogs sometimes become sick and run mad;
and if then they bite a man, it poisons him, and some
months afterwards he is seized with hydrophobia ; and when
he has that disease he cannot drink water, and dies in con-
vulsions.
He-cat.
E 231 ]
{12(1 EXERCISE.)
She-cat fy Kittens.
The cat is a domestic animal that lives in the house with
us, and is particularly useful in killing rats and mice, which
creep into holes and corners, and at night come out and eat
the food which was prepared for ourselves. The cat is
quick in seeing and smelling, particularly in the dark, when
we cannot see. The cat has hairs on the upper lip, called
whiskers. Its head is round, and not like that of the dog,
the goat, or the hog. The skin is covered with fine and
smooth hair, called jfur, which, with other furs, is made into
muffs and tippets. The young of the cat are called kittens,
and when they cry they mew.
DOMESTIC ANIMALS.
2. Birds.
Cock. Hen § Chickens.
There are some hirds, among domestic animals, which
have been tamed, and live about the habitations of men.
[ 232 ]
(72rf EXERCISE.)
Of these, the fowls called barn-door-fowls are not the least
useful. They are the cock, the hen, and chickens. The
hen lays eggs, which are very good to eat. She sits upon
them, and they are hatched into chickens. Chickens, when
two or three months old, are very good and tender food.
Fowls are raised for their eggs, and for their flesh, which
supply us with excellent eating.
The cock crows in the morn, and gives us notice of the
first approach of day. The cock is an early riser. He
flaps his wings and crows, to let us know that we must be
up, and not sleep while the sun shines. After the sun is
set, the cock retires to his roost and sleeps 'till day-light.
He is a handsome bird, and is distinguished by a red comb
on the top of his head, and red gills under his chin. He
has handsome tail feathers, and long sharp spurs on his legs,
with which he fights and defends himself. The cock is a
great fighter, and is sometimes so resolute that he will con-
tinue to fight 'till he is killed.
The hen is not so handsome a bird as the cock. She is
a timid animal, and in general, flies from danger on the
least alarm ; but when she has chickens she is courageous,
and will defend them to the utmost. When the hawk flies
in sight and hovers over her young brood, she calls her
chickens to fly from danger, while she watches the motions
of the hawk, and stands ready to fight him. When night
approaches she collects them under her wings, and sitting
down upon the ground, keeps them warm all the night.
While she has chickens, she clucks and calls them to her.
With her feet and claws she scratches up the ground, and
picks up the seeds of grain about the barn, which she
teaches her chickens to eat.
Gander.
[ 233 ]
(72d EXERCISE.)
Goose § Goslings.
The goose is a tame and domesticated bird, much larger
than the hen, and supplies us with its flesh for food, and
feathers for making beds. Every summer the feathers are
plucked from the geese, and before winter they grow out
again.
The he-goose is called a gander, and the young geese,
goslings. The goose is a water-bird ; that is to say, it de-
lights to swim upon the water, where it seeks for food.
The hen, on the contrary, is a kind-bird, and does not go in
the water. The goose has four toes on each foot. Three
of the toes project forward, and one backward ; and the
three forward toes are united by a web, which enables it to
push itself forward and swim. The goose is therefore
called a web-foot ed-bird. The goose lays a large white egg,
three times the size of a hen's egg. Geese supply us with
quills for writing.
Wild-geese are plenty in this country, and they are often
seen Hying in large Jlocks, high in the air. They fly north-
ward in the spring, lay their eggs, and hatch them in lonely
and retired places, where they are not disturbed by men.
In the winter the cold weather covers the rivers with ice,
and then the wild geese cannot swim in the water, and then
they fly south, where there is not so much ice.
Iff
Drake.
[ 234 ]
(72c? EXERCISE.)
Duck £5 Ducklings.
The duek is another water-bird or web-footed-bird, which
has been tamed. It is smaller than the goose, hut also de-
lights to swim in the water. Like the goose, it supplies us
with its flesh, eggs and feathers. The male duck is called
a drake, and the young ones ducklings. When the ducks
cry they quack. The duck lays a great many eggs, which
are larger than hen's eggs.
Cock-turkey.
Hen-turkey & Young-turkies.
^-rrrrr,*'.'*
The turkey is a land-bird, which was first found wild in
America, and has been tamed, and is one of the best birds
for food that is known. Its body is larger than a goose,
and its flesh is much better. It lays a great many eggs,
which are not so large as those of a goose. The cock-turkey
is a proud bird. He sometimes spreads his broad fan-t a il,
raises his wings, and stmts about, as if to show himself,
and to be admired.
[ 235 ]
73d EXERCISE.
Interrogation, or Manner of Asking Questions.
The following words are used in asking questions, and have
reference to time, place, manner, persons or things, &c. viz.
Who, whose, whom, refer to persons.
Which, and what, to persons and things.
When, refers to time.
Where, whence, whither, to place.
How, to manner and number.
Can, to possibility.
Will, to inquiry and willingness.
Shall, and may, to permission.
Must, to condition.
Is and are, to the singular and plural.
Why, and wherefore, to reason.
Do, to time present.
Did, to time past.
Have, to present possession.
Had, to past possession.
Who?
Who gave you this book ?
It was given to me by Mr. B .
Wlio comes there ?
There comes my papa.
Who are you ?
I am a Deaf and Dumb boy.
Who is that man coming there ?
It is Mr. M .
Who is the lady I see here ?
It is Mrs. G .
Who is that girl with red hair ?
It is Miss G
Wlio arc those persons sitting there ?
They are visiters.
Who told you where to go ? You told me.
[ 236 j
(73c? EXERCISE.)
Whose ?
Whose hat is that ? It is John's hat.
Whose hook is that ? It is Mary's book.
Whose house is this ? It belongs to Mr. A«
WJwse boots are these ?
Whose do you think they are ?
I think they are not mine.
In whose praise did he speak ?
He spoke in his own praise.
To whose school do you go ?
I go to Mr. S 's school.
By whose order was that done ?
It was done by Mr. B 's order.
From whose account did you receive it ?
From Mr. C 's account.
At whose house did you sleep ?
At Mr. D 's house.
Of whose kindness did you speak ?
I spoke of Mr. E 's kindness.
Whom ?
In whom do you trust ? I trust in God.
In whom should I trust ?
You should trust in God only.
To whom shall I give this peach ?
Give it to me.
To whom was the letter directed ?
It was directed to my sister.
By whom did you send the letter?
I sent it by my father.
By whom was the offence given ?
It was given by John.
From whom was the letter received ?
It was received from my brother*
From whom did you say 2
I said from my brother.
i 237 ]
(73c? EXERCISE.)
At whom was the stone thrown ?
It was thrown at James, and hit John.
At whom shall I throw the ball ?
Throw it at me.
Of whom did you speak ?
I spoke of Sally C r.
Of whom can I borrow a book ?
You can borrow of John G -».
Which ?
Which of these hats is yours ?
That hat is mine.
Which of you hit John ?
William hit him with his fist.
Which house do you live in ?
I live in that brick-house.
Which of them do you love best ?
I love Mary best.
Which book do you choose ?
I choose this picture book.
Which of these girls is your sister ?
That one is my sister.
In which house do you live ?
I live in that house.
To which room are you going ?
I am going into the bed-room.
By which person was your letter brought?
By Mr. S , who stands there.
From which place did it come ?
It came from Albany.
At which place was it written ?
It was written in Albany.
Of which are you most in need, wood or coal?
I am most in need of coal.
[ 238 ]
(73c? EXERCISE.)
What?
What shall we do next ?
Copy your lessons in the book*
What child is that ?
It is Mr. L 's child.
What is his name ?
His name is Henry L .
What o'clock is it ? It is one o'clock.
What do you want ? I want my dinner.
What day is to-morrow ? It is Sunday.
In what place did he lay his hat ?
He laid it under the table.
To what cause was his sickness owing ?
To drinking cold water.
By what means did he hurt himself?
By falling on a stone.
From what the Doctor gave him, was he relieved ?
Yes, Sir.
At what hour did he return ?
At ten o'clock at night.
Of what wood is this bench made ?
Of pine wood.
When ?
When will you go ? I will go to-morrow.
When will you return ?
I will return the same day.
When will it be New- Year ?
Not in six months.
Tfhen will it be the 4th of July ?
In one week.
When may I go home ? To-morrow.
When mu9t I return ? In four weeks.
When does the moon rise ?
It rises at eight o'clock.
When is it high tide ?
It is high tide at twelve o'clock.
[ 239 ]
(73d EXERCISE.)
Where ?
Where are you going ?
I am going to school.
Where is your book ?
My book is at school.
Where is Mr. S- — ?
lie is in the other room.
Where is Miss C ?
She is in the country.
Where did he hit you ?
He hit me in the side.
Where was you hurt, when you fell?
I was hurt on the head.
Whence ?
Whence did he bring them ?
He brought them from the country.
Whence did he come ?
He came from Schenectady.
Whence he came I know not.
I do not know whence he came.
Whence is he going ?
He is going from Bergen.
Whither ?
Whither art thou going ?
I am going to Hartford.
Whither is he going ?
He is going to Catskill.
Whither are we going ?
We are going to Hudson.
Whither are they going ?
They are going to no particular place,
But only to take a walk.
I 240 J
(73d EXERCISE.)
How?
How are you going to Albany ?
I am going in the steam-boat.
How many are going ?
There are six of us going.
Six only are going.
How will you return ?
We will return by land.
How is your mother ?
She is very well.
How are all the family ?
They are all well.
Can?
Can I go to sehool to-morrow ?
No, you are too sick to go.
Can I have a drink of water ?
No, it is not good for your sickness.
Can I drink some wine ?
Yes, I think it will do you good.
Can I go down stairs ?
You may try if it is possible for you to walk
down stairs.
Will?
Will you hear me say my lesson ?
Yes, I will hear you.
Will you see if the Deaf and Dumb children kuow
their lessons ?
I will see if they know their lessons.
Will you let me go in the water to swim ?
I will not let you go $ you will be drowned.
Will you inform me where the Deaf and Dumb
school is ?
Yes, Sir, I will inform you. It is in the Old
Aims-house in Chamber-street.
[ 241 ]
(73(1 EXERCISE.)
Shall ?
Shall I go to bed ?
You shall not go now.
Shall I and John go take a walk ?
No, you shall go this afternoon.
Shall I tell what you said ?
If you tell I will whip you.
Shall we see the soldiers ?
If they pass this way you shall see them.
Shall we go to school ?
Not yet, it is too soon.
You shall go directly.
May?
May I have the pleasure of your company this after-
noon to take tea with me ?
You may expect me, as it will be a pleasure to
me to take tea with you.
May your little girl stay all night with ours ?
She may, if it is agreeable to you.
May we go take a walk together ?
You may, if you will not stay long.
May we take a walk in the garden ?
You may, if you will do no mischief.
Must?
Must I go to bed ? I do not want to go.
You must go, whether you will or not.
Must I speak the truth ?
You must speak the truth, the whole truth,
and nothing but the truth.
Must I get up ? I am sleepy.
You must get up, or lose your breakfast.
Must I bear his insults ?
You must bear his insults, or avoid his company.
Must I bear my pains without relief?
You must, if God does not relieve you.
[ *« ]
(73<Z EXERCISE.)
Is?
Is he in earnest when he says so ?
I believe he is in earnest.
He appears to be in earnest.
Is my book in the other room ?
No, your book is not there.
Is it true what he says ?
I think it is not true.
Is this knife yours ? No, it is his.
Is it certain that he is dead ?
Yes, it is certain.
Is it true that the theatre was burnt down ?
It is true ; I have seen the ruins.
Is there any ice in the river ?
Yes, the river is full of ice.
Is the horse ready ? The horse is ready.
Are ?
Are we going to-day ?
Yes, we are going to-day.
Are you all ready ?
We are not all ready.
Are they ready to take a sail ?
No, they are not ready.
Are they all well at your house ?
Yes, they are all well.
Are we able to lift this table ?
Yes, we can lift it easy enough.
Are we to be imposed upon? Certainly not.
Are you sure you saw him ?
We are sure we saw him.
Are you certain it was on Sunday ?
We are certain.
Are they friends to the Deaf and Dumb ?
They are.
Are they willing to assist the Deaf and Dumb
By all means. Certainly they are.
[ 243 ]
(73c? EXERCISE.)
Are the apples roasted ? Yes, Sir.
Are the pear's haked ? Yes, Sir.
Why?
Why do you hurry me ?
Because you must return before dark.
Why must I return before dark ?
Because you will be lost.
Why did the master whip you ?
Because I struek William W.
Why did you strike him ?
Because he struck me first.
Why did he strike you ?
Because I stuck a pin in him ?
Why did you stick a pin in him?
Because he pinched me.
Why did he pinch you ?
Because I kicked him.
Why did you kick him ?
Because he trod on my toe.
Why did he tread on your toe ?
I do not know, Sir.
Wherefore ?
Wherefore must I go ?
Because you promised to go.
By reason of your promise.
Wherefore does that follow ?
Because you must not break your promise.
Wlierefore is it required of me ?
Because I consider it your duty.
Wherefore does he direct me to do this ?
I do not know ; he does it without authority.
WTierefore did he strike me ?
Because he is passionate, and cannot com-
mand his passion.
[ **4 ]
(73c? EXERCISE.)
Do?
Do you ask my advice ? Yes, Sir, I do.
Do you think I can get there before night ?
No, I think you cannot.
Do you admire the ladies ?
I do admire them.
Do these ladies please you ? Yes, Sir.
Do you tell the truth ? Yes, Sir.
Does he tell an untruth ?
No, Sir, he tells the truth.
Does your sister play on the piano-forte ?
Yes, Sir, she does.
Do you know your lesson ? Yes, Sir, I do„
Do you hear the noise ?
No, Sir, I do not hear it.
Did?
Did he come when you called ?
He did not come.
Did you hear the thunder ? No, Sir.
Did you see the lightning ? Yes, Sir.
Did you go to the museum yesterday ? No, Sir.
Did you see the soldiers march through the streets
Yes, Sir.
Did the funeral pass this way ? No, Sir.
Dad you go to church yesterday ? Yes, Sir.
Have?
Have you a new hat ? I have.
Have you any parents ? I have.
Date they other children besides you ?
Yes, Sir, they have two.
Have you any brother ?
No, Sir, I have two sisters.
Have you a knife in your pocket ? Yes, Sir.
Have you a writing-book ? No, Sir.
[ 245 ]
(73d EXERCISE.)
Hare you a good scat ? Yes, Sir.
Have you a bad seat ? No, Sir*
Had?
Had you my pen-knife ? No, Sir.
Had you cause to repent ? No, Sir, I had not.
Had he no money in his pocket? No, Sir.
Had he a desire to see me before lie died ?
Yes, Sir, he expressed a desire.
Had lie any cause to complain ?
No, Sir, he had no cause.
Had he drunk too much, that made him sick?
I do not know, Sir.
Had he his senses when he died ?
No, Sir, he was speechless.
Had you any hopes of his recovery ? We had none.
Promiscuous Questions.
What is your name ?
How old are you ?
Where do you live ?
In what street do you live ?
Who do you live with ?
Do you go to school ?
How long have you been to school ?
Where do you go to school ?
Who is your teacher ?
Where does he live ?
Are your parents living ?
Where are they ?
Where do they live ?
Have you any brothers and sisters ?
How many brothers and sisters have you
How many brothers have you ?
How many sisters have you ?
[ 246 j
(73tl EXERCISE.)
Can you hear ?
Are your brothers and sisters Deaf and Dumb I
"What made you Deaf?
Can you speak ?
Where is the sponge ?
How late is it ? What o'clock is it ?
What is your father's name ?
What is your mother's name ?
What is your sister's name ?
What is your brother's name?
Are you a good boy ?
Can you read this book ?
Is it right to tell a lie ?
Is it right to speak the truth 2
Is it wrong to tell a lie ?
74th EXERCISE.
Abbreviation of Words.
Scholar. What is the meaning of Mr ?
Teacher. It means Master, and is a contraction or abbre-
viation of the word, by leaving out all the letters except the
first and last, thus — Master, M — — r, and Mr.
S. What does Mrs. mean ?
T. It means Mistress, and is made in the same way as
Master, by leaving out some of the letters, thus — Mistress,
M — r— s, Mrs.
S. What is Messrs ?
T. It is the contraction of the French word Messieurs,,
and means the same as Masters. It is formed by omitting
some of the letters, thus — Messieurs, Mess — rs, Mess™.
S. I saw on a sign the words Hyer, Bremner & Co. What
does Co. mean ?
7'. It means Company, or that there is some other per-
son or persons in company with Messrs. Hyer and Bremner,
but whose name is not mentioned. If you had a wish to
L
247
1
(lAth EXERCISE.)
write a letter to them, to buy some goods of them, you
should direct your letter thus :
Messrs. Hyer, Bremner & Co.
Merchants,
New- York.
S. What is the meaning of Dr ?
T. It means Debtor, and is formed thus — Debtor, D — r,
Dr. In the same way Cr. means Creditor, C — r, Cr. One
is set is opposition to the other.
Suppose you buy some goods of Messrs. Hyer, Bremner
& Co. they will make you Dr. to them in their hooks for
the value of the goods, and when you pay the money, tbey
will give you Credit for the money you pay, by which they
will be no longer your Creditor, Cr. Thus the account will
be closed and balanced.
Dr. Richard Sip, in account with Hyer, Bremner & Co. Cr.
1820.
May
1st,
To Merchandise,
D!s.
Cts.
1820.
100
00
Aug.
1st,
By Cash,
DIs.
100
Cts.
00
T. I must explain to you that Dr. also means Doctor, and
is sometimes written Doctr. and Doct. thus: Doctor, Doct-r,
Doctr, Doct: D — r, Dr. If you was writing a letter to a
Doctor, you should direct as follows :
Dr. Samuel L. Mitchill,
President of the Institution,
for the Deaf and Dumb,
New-York.
S. I took a letter to one of the Directors of this Institu-
tion, directed thus:
The Revd. James Milnor,
Vice-President of the Institution
for the Deaf and Dumb,
27 Beekman street,
New-York.
[ *» 8 ]
(74th EXERCISE.)
S. What does Revd. mean ?
T. It is a title of respect to the teachers of the gospel.
It is also applicable to them from the purity of their lives,
and their exemplary conduct, which give us cause to reve-
rence them.
S. Must these words always he used so, and not written
at full length ?
T. No. They are sometimes written at full length, but
generally for shortness sake contracted. It is necessary to
know the use of these contractions, as you cannot direct a
letter without them. Mr. is used is directing a letter to a
gentleman, as
Mr. Silvanus Miller,
Vice-President of the
Deaf and Dumb Institution,
New- York.
The word is written at full length, when a letter is di-
rected to a young man or boy, as
Master William Niblo,
At the School for the Deaf and Dumb,
New-York.
Mrs. is used in directing a letter to a Lady, if she is mar-
ried, as
Mrs. Ellen Galatian,
Broad-street,
New- York.
Mrs. must not be used in directing to an unmarried lady
or a girl, as
Miss Mary Stansbury,
Assistant Teacher,
School for the Deaf and Dumb,
New-York, or
Miss Mary Rose,
Asylum for the Deaf and Dumb,
72 Chatham-street,
New-York.
E
249
3
(74/A EXERCISE.)
8. Arc tliere any other words contracted 2
T. Yes, there are a great many words which may be con-
tracted at the pleasure of the person who uses them, as
for Phvsician Col. for Colonel
Capt. - Captain
Lieut. - Lieutenant
Asst. - Assistant
St. - Saint
St. - Street.
Physn.
Piest.
Instn.
Hon.
Govr.
Genl.
Physician
President
Institution
Honorable
Governor
General
There are also a number of words in which letters are
omitted to shorten them, and which are generally used in
poetry, as
Th>
for
• the
O'er
for
over
tho'
-
though
cv'ry
-
every
altho'
-
although
can't
-
cannot
'mong
-
among
'em
-
them
ma'am
-
madam
thro'
-
through
e'en
-
even
Two or
more words in poetry, are :
also contracted into
one, as
I've
for
I have
Lct'm
for
Let them
I'd
-
I would, I had
shan't
-
shall not
'tis
-
it is
d'ye
-
do ye
'twas
-
it was
for't
-
for it
I'm
-
I am
thou'st
-
thou hast
'twill
-
it will
they've
-
they have
I'll
-
I will
thou'dst
-
thou hadst
might'nl
might hot
they'll
-
they will
may'nt
-
may not
they'd
-
they had
he'd
-
he had
they're
-
they are
here's
-
here is
thou'lt
-
thou wilt
he's
-
he is
'twere
-
it were
she's
-
she is
thou'rt
-
thou art
i'thc
-
in the
that's
-
that is
in't
-
in it
there's
-
there is
let's
_
let us
was't
-
was it
nh
[
250
J
(74th EXERCISE.)
We've
for
We have
Who's
for
Who is
we'd
-
we had
you've
-
you have
we're
-
»e are
you'd
-
you had
where's
-
where is
you're
-
you are
what's
-
what is
you'll
-
you will
won't
—
will not
M. When we write or speak the time of day or night, we
always use contracted words, for example :
It is twelve o'clock, means It is twelve of the clock.
It is ten o'clock at night, " It is ten of the clock at night.
What o'clock is it ? «« What hour of the clock is it ?
What time o'night is it ? ** What time of the night is it ?
What time o'day is it ? '* What time of the day is it ?
75th EXERCISE.
ELLIPSIS IN SENTENCES.
1. OF THE ARTICLE.
means
«
A man and boy,
A boy and girl,
An apple and orange, «
A lime, lemon and fig, «
A peach and pear, "
The fire and candle, "
The dust, noise and smoke,
The sun, moon and stars,
2. ELLIPSIS
A man and a boy.
A boy and a girl.
An apple and an orange.
A lime, a lemon and a fig.
A peach and a pear.
The fire and the candle.
The dust, the noise and the
smoke.
The sun, the moon and the
stars.
OF THE NOUN.
John went, and John returned without him.
John went and returned without him.
James and Mary saw him go, and James and Mary heard
him speak.
James and Mary saw him go, and heard him speak.
The fisherman caught, the fisherman cleaned, and the fisher-
man fried a fisk in half an hour.
[ 251 ]
(75lh EXERCISE.)
The fisherman caught, cleaned, and fried a fish in half an
hour.
The child was lost, and the child was found hefore I knew it.
The child was lost, and found hefore I knew it.
The house was set on fire, and the house was burnt down in
half an hour.
The house was set on fire, and burnt down in half an hour.
The child screamed, and the child cried with pain.
The child screamed and cried with pain.
The horse was struck with lightning, and the horse was
killed.
The horse was struck with lightning and killed.
The cows are milked in the morning, and the cows are milked
in the evening.
The cows are milked in the morning and in the evening.
The indulgence of his father, and the indulgence of his mo-
ther, ruined him.
The indulgence of his father and mother ruined him.
It was the ruin of himself, and the ruin of his friend.
It was the ruin of himself and friend.
He was grieved at the death of his father, and the death of
his mother.
He was grieved at the death of his father and mother.
This is a Deaf boy and a Dumb boy.
This is a Deaf and Dumb boy.
These are Deaf children and Dumb children.
These are Deaf and Dumb children.
3. ELLIPSIS OF THE PRONOUN.
I love and J respect my teachers.
I love and respect my teachers.
He eats and he drinks enormously.
He eats and drinks enormously.
He and she eat, and he and she sleep too much.
He and she eat and sleep too much.
They beat him and they bruised him very much.
They beat and bruised him very much.
[ 252 ]
(75th EXERCISE.)
We asked and we received his blessing.
We asked and received his blessing.
We ate, tee drank and roe slept at Brooklyn.
We ate, drank and slept at Brooklyn.
The preacher whom you saw is much respected.
The preacher you saw is much respected.
The man whom you saw was intoxicated.
The man you saw was intoxicated.
The young lady whom you saw was married.
The young lady you saw was married.
The tree which I cut down was dead.
The tree I cut down was dead.
The melon which you bought is not ripe.
The melon you bought is not ripe.
4. ELLIPSIS OF THE ADJECTIVE.
I have several brothers and several sisters.
I have several brothers and sisters.
I saw many women and many children in the street.
I saw many women and children in the street.
I see a little boy and a Utile girl walking together.
I see a little boy and girl walking together.
A kind and indulgent father, and a kind and indulgent
mother.
A kind and indulgent father and mother.
That is a cheap and good hat, and a cheap and good coat.
That is a cheap and good hat and coat.
An industrious man and an industrious woman.
An industrious man and woman.
An obedient son and an obedient daughter.
An obedient son and daughter.
An agreeable man and an agreeable woman.
An agreeable man and woman.
A disagreeable man and a disagreeable woman.
A disagreeable man and woman.
L 253 ]
(75th EXERCISE.)
5. ELLIPSIS OF THE VERB,
You arc older than I am.
You are older than I.
He is younger than I am.
He is younger than I.
The fish was caught, was cleaned, and was fried in half an
hour.
The fish was caught, cleaned, and fried in half an hour.
I saw him go and saw him return.
I saw him go and return.
I am stronger than he is.
I am stronger than he.
To be rude and to be uncivil is unworthy a gentleman.
To be rude and uncivil is unworthy a gentleman.
The Deaf and Dumb cannot hear and cannot speak.
The Deaf and Dumb cannot hear and speak.
They told you and told me he was dead.
They told you and me he was dead.
I was desired and he was desired.
I and he were desired.
I feared he would be drowned, and she would be frightened.
I feared he would be drowned and she frightened.
I was apprehensive he would be killed, and she would be
killed too.
I was apprehensive he would be killed, and she too.
I believe he was in danger, and she was in danger also.
I believe he was in danger, and she also.
He died and she died the same day.
He and she died the same day.
John went and James went in the same boat.
John and James went in the same boat.
He shall return and you shall return together.
He and you shall return together.
Crabs are good to eat and lobsters are good to eat.
Crabs and lobsters are good to eat.
Horses are not good to cat, and dogs are not good to eat.
Horses and dogs are not good to eat.
[ 25 4 ]
(15th EXERCISE.)
6. ELLIPSIS OF THE ADVERB.
It was well spoken and well intended.
It was well spoken and intended.
He designed it badly and executed it badly.
He designed and executed it badly.
It was wisely planned and wisely executed.
It was wisely planned and executed.
Fortunately he, and fortunately she escaped.
Fortunately he and she escaped.
He was bravely supported on the right, and bravely on the
left.
He was bravely supported on the right and on the left.
It was obstinately held and obstinately defended.
It was obstinately held and defended.
Fortunately for him and fortunately for his brother.
Fortunately for him and his brother.
Fortunately for himself and fortunately for his friends, he
arrived in safety.
Fortunately for himself and friends, he arrived in safety.
7. ELLIPSIS OF THE CONJUNCTION.
Let him see, and hear, and learn and remember.
Let him see, hear, learn and remember.
If you are willing, and if she is willing, and if they ara
willing.
If you are willing, and she is willing, and they are willing.
Unless you stay, and unless she stays, I cannot go.
Unless you stay, and she stays, I cannot go.
It appears true, yet I doubt, yet she doubts, and yet we all
doubt.
It appears true, yet I doubt, she doubts, and we all doubt.
You must go, or I must go, or he must go.
You must go, I must go, or he must go.
I dressed myself, then I washed, then I ate my breakfast,
and then I went to school.
I dressed myself, then I washed, ate my breakfast, and went
to school.
[ *55 ]
(75th EXERCISE.)
8. ELLIPSIS OF THE PREPOSITION.
I divided the nuts between Mary, between John, and betweeii
James.
I divided the nuts between Mary, John and James.
I gave the apples to Richard, to William and to Joseph.
I gave the apples to Richard, William and Joseph.
I reserved some cherries for Phebe,yor Sally, Scfor Maria.
I reserved some cherries for Phebe, Sally and Maria.
I took away the marbles from Henry ,from Peter, andyrom
John.
I took away the marbles from Henry, Peter and John.
We looked in the bed-room, in the cellar, in the garret, and
all over.
We looked in the bed-room, the cellar, the garret, and all
over.
Give an apple to Sally, to Maria, and to Eveline.
Give an apple to Sally, Maria and Eveline.
9. ELLIPSIS OF PART OF A SENTENCE.
This boy is diligent, attentive and studious, and it is hoped
ever will be diligent, attentive and studious.
This boy is diligent, attentive and studious, and it is hoped
ever will be so.
This girl ever was kind and attentive, and I hope ever will
be kind and attentive to her sick mother.
This girl ever was, and I hope ever Avill be kind and atten-
tive to her sick mother.
This boy ever was lazy, idle and careless, but I hope he will
not continue to be la&y, idle and careless.
This boy ever was lazy, idle and careless, but I hope he
will not continue so.
I remember he told me, and J remember he told James not
to fight.
I remember he told me and James not to fight.
These girls always have been studious, and J hope these girl*
alwavs will be studious.
[ **« J
(75th EXERCISE.)
These girls always have been, and I hope always will be
studious.
10. ELLIPSIS INT ASKIXG QUESTIONS.
Tell me the person, who conies there ?
Who comes there ?
Tell me the person, who arc you ?
Who are you ?
Tell me the person, whose book is that ?
Whose book is that ? ^
Tell me the person, in whom do you confide I'
In whom do you confide ?
Tell me, which of those hats is yours ?
Which of those hats is yours ?
Tell me the thing, what shall I do to be saved ?
What shall I do to be saved ?
Tell me the time, when will you go ?
When will you go ?
Tell me the time, when are you going ?
When are you going ?
Tell me from what place'did he bring them ?
Whence did he bring them ?
Tell me to what place is he going ?
Whither is he going ?
Tell me in what manner are you going to Albany ?
How are you going to Albany ?
Is it possible that I can go down stairs ?
Can I go down stairs ?
Tell me, shall I go to bed with your permission ?
Shall I go to bed Z
Tell me, may I have your permission to take a ride ?
May I take a ride ?
Tell me, is it true ?
Is it true ?
Tell me, are they all satisfied I
Are they all satisfied ?
[ 257 ]
{15th EXERCISE.)
11. ELLIPSIS IN ANSWERING QUESTIONS.
((ueslion. Who comes there ?
Ansiver. One of the Directors comes there.
One of the Directors.
(£. What is his name ?
A. His name is Mr. Stanford.
Mr. Stanford.
Q. Where do you live ?
A. / live in New-York.
In New-York.
<£. What street do you live in?
A. / live in Chatham-street.
In Chatham street.
^. Where is your father ?
A. Mij father is in Albany.
In Albany.
(£. What school do you go to ?
A. I go to the Deaf and Dumb school.
To the Deaf and Dumb school.
(£. Who teaches you at the Deaf and Dumb school ?
A. Mr. H. Loofhorrow teaches, Miss Mary Stansbury
teaches, and Mr. Clinton Mitchill teaches us.
Mr. Loof borrow, Miss Stansbury, and Mr. Mitchill.
(£. W T here is the Deaf and Dumb school ?
A. The Deaf and Dumb school is in the New- York Institu-
tion in Chamber-street.
In the New-York Institution in Chamber-street.
({. Where are you going ?
A. I am going to school.
To school.
<£. What do you learn at school ?
A. I learn to read and write.
To read and write.
Q. How do you read when you cannot speak ?
A. I read by signs.
By signs.
ii
[ 253 ]
(75tk EXERCISE.)
Q. Do you wish to go to school to learn ?
A. Yes, Sir, J wish to go to school to learn.
Yes, Sir.
((. Do you go to church on Sunday ?
A. Yes, Sir, I go to church on Smiday.
Yes, Sir.
Q. What do you hear at church on Sunday ?
A. I am Deaf and Dumb, and cannot hear, when I go to
church on Sunday.
I am Deaf and Dumb, and cannot hear.
<%. What do you think when you are in church ?
A. I think th<* preacher prays and preaches for all of us,
when I am in church.
I think the preacher prays and preaches for all of us.
76th EXERCISE.
Quarters of the Globe and Nations.
Asia. Europe. Africa. America.
The earth on which we live is divided into Tour parts.
They are named Asia, Europe, Africa and America.
Asia is a very large country, and contains a great many
inhabitants. It was probably first peopled by mankind.
Asia is divided into many parts, some of which are inha-
bited by powerful nations.
The principal divisions or countries of Asia, are China,
Hindostan, Persia, Arabia and Turkey.
The inhabitants of these countries are named Chinese,
Hindostanees, Persians, Arabians and Turks.
There are very few Christians in Asia.
Europe is not so large a country as Asia. The principal
countries in Europe are Russia. Germany, Austria, France,
Spain, England, &c. The inhabitants are accordingly named
Russians, Germans, Austrians, Frenchmen, Spaniards and
Englishmen.
Most of the inhabitants of Europe are Christians.
[ 250 ]
(76th EXERCISE.)
Africa is the country of the negroes.
America is an extensive country, and is divided into
North and South Jlmerica.
We live in North America. The part in which we live
is called Fredonia, or the United States of America.
Part of North America belongs to England, part to Spain,
and a part of it is inhabited by Indians. The remaining
part belongs to us.
That part of North America which belongs to us, is called
Fredonia, and is divided into 24 States or parts, as follows :
1. Maine, 13. North Carolina,
2. New-Hampshire, 14. South Carolina,
3. Massachusetts, 15. Georgia,
4. Vermont, 16. Ohio,
5. Rhode-Island, 17. Indiana,
6. Connecticut, 18. Illinois,
7. New-York, 19. Kentucky,
8. New- Jersey, 20. Tennessee,
9. Pennsylvania, 21. Louisiana,
10. Delaware, 22. Mississippi,
11. Maryland, 23. Alabama,
12. Virginia, 24. Missouri.
We live in the State of New-York. It is an extensive
and large state, and contains nearly a million (1,000,000)
of inhabitants. There are several cities in the State, of
which the city of New-York is the largest. It contains
about one hundred and twenty thousand (120,000) people.
The New-York Institution for the instruction of the Deaf
and Dumb, is in this city.
South America belongs to the Spaniards and the Portu-
guese, who came from Europe, and the Indians, whom they
found in the country.
[ 260 ]
77th EXERCISE.
Exercise to explain the Words Animals, Beings,
Things, Objects and Kinds, by way of question and
answer between the Teacher and Scholar.
Animal, Being, Thing, Object, Kind.
Auimals, beings, things, objects, kinds.
Scholar. What is an animal ?
Teacher. An animal is a being that has life.
S. How many animals are there ?
T. I cannot tell how many animals there are.
There are a great many animals.
There are different kinds of animals.
What is a horse ? S. A horse is an animal.
T. Why is it an animal ?
S. Because it has life.
T. What is a bird ? S. It is an animal.
T. What is a frog ? S. It is an animal.
T. What is a fish ? S. An animal.
T. What is a butterfly ? S. An animal.
T. What is a worm? S. An animal.
T. What is a hat ?
S. I do not know. It is not an animal.
T. Why is it not an animal?
S. Because it has no life.
T. If it is not an animal, what is it then ?
S. I do not know.
T. I will tell you. A hat is a thing.
S. What is a thing ?
T. A thing is an object without life.
What is a shoe ? 8. A shoe is a thing.
T. What is an axe ? S. It is a thing.
T. What is a table ? S. A thing.
T. What is a being P S. I do not know.
T. A being is an object that has life.
S. Then a horse is a being.
T. Yes, all animals are beings.
[ 261 ]
(Jllh EXERCISE.)
S. What is an object ?
T. A tabic is an object, a horse is an object.
Every being is an object.
Every thing is an object.
S. What is a tree ?
T. A tree has life, and grows, and is therefore a being.
It is also an object.
S. What is a potato ?
S. It may be called a thing.
When planted and growing, it is a being.
And as every being is an object, a potato is also an
object.
S. Show me some other beings and things.
T. I will arrange them for you.
Write on the slate the word man.
What is a man ? S. A man is a being.
T. What is an ox ? S. It is a being.
T. Write the word ox under man.
A man is a being, an ox is a being.
They are beings.
Now write the word being over them.
Thus we will make a column of beings.
Beings.
T. Now write opposite to man, the word boot.
What is a boot ?
S. It is a thing.
T. How do you know it is a thing ?
S. It has no life.
T. Write under boot, the word shovel.
What is a shovel ?
S. It is a thing.
T. A boot is a thing, a shovel is a thing.
They are things.
[ 202 J
{lllk EXERCISE.)
Write the word things over them.
Thus we will make a column of things.
Things.
Boot
Shovel
Stone
T. Recollect that a being is an object, and a thing is an
object.
S. Then beings and things are objects.
T. Yes, you are correct. So we will arrange them.
Beings. Things.
Man Boot
Ox Shovel
T. Thus make two columns.
Write beings in one, and things in the other.
T. In which column will you put a bear ?
S. In the column of beings.
T. Write it there.
What is a stone ? S. It is a thing.
T. That is right. Now continue the columns.
Add all the beings and things you know.
Write the word Objects over them, thus :
Objects.
Beings.
Man
Things.
Boot
ox
shovel
bear
stone
horse
hat
tree
shoo
bird
axe
frog
rose
table
chair
grass
book
pink
cup
[ 263 ]
{lllh exebciseO
T. Thus you see that beings and things are all objects.
Objects have life, or are without life.
Ohjects with life are called animate objects.
Objects without life are called inanimate objects.
These make two kinds of ohjects.
X. Recollect I told you that an animal is a being with life.
S. Then beings are all animals.
T. No. An animal has life, and can move from place to
place.
A tree is a being, and eannot move itself.
8. I understand ; there arc two beings.
T. No. There are two kinds of beings.
An animal is one kind of being ;
A stone is another kind of being.
These make two kinds of beings.
A horse is called an animate being.
A stone is called an inanimate being.
A tree is also called a vegetable being:
But it belongs to the kind called animate beings.
Objects then may also be arranged as beings.
Beings.
Animate. Inanimate.
Man Boot
ox shovel
bear stone
tree chair
fish book
bird paper
bug wine
rat water
S. Who made all these kinds of animals?
T. God created them.
We must give unto God, the praise and the glory, for
his wisdom, power and goodness in creating and pre-
serving all things for our use.
[ 264 ]
78th EXERCISE.
ANIMALS CLASSED.
T. Animate beings are arranged under the head of Animals.
Animals are very numerous.
They constitute the animal kingdom.
The animal kingdom embraces many kinds of animals.
They are divided into six classes, as follows :
1st Class. Quadrupeds.
2d Class. Birds.
. 3d Class. Amphibious Animals.
Animals. <,.,_,. ^
4th Class. Fishes.
5th Class. Insects.
L 6th Class. Worms.
S. What is a Class P
T. A Class is any number of beings, objects or things, col-
lected together for a particular purpose.
Count the scholars in this room.
How many are there ?
S. I have counted them ; there are twenty.
T. These twenty scholars make a Class.
S. Are animals scholars ?
T. No. These twenty scholars, I say, make a class.
They are classed together, because they learn the same
lessons.
Parts of the body make a class of words belonging to
one object.
The furniture of a house makes a class of things belong-
ing to that house.
A number of animals make a class of beings having
some general resemblance.
S. What is a quadruped ?
T. A quadruped belongs to the first class of animals.
S. Is a snake a quadruped ?
T. No. A quadruped is an animal with four legs.
[ 265 ]
(78/^ EXERCISE.)
S. I understand : a horse, a cow, a hog, a dog, a cat, are
quadrupeds.
T. Yes, animals with four legs make the Jirst class of
hcings named quadrupeds.
S. I know what birds are ; they make the second class of
animals.
T. Birds have two legs, two wings, and are covered with
feathers. They have a bill, and can fly in the air
with their wings.
S. What arc amphibious animals P
T. They make a third class of animals.
Some of them can live and breathe upon land or in the
water.
This class includes reptiles and serpents.
They all lay eggs.
Some have legs, and some have no legs.
S. What is a reptile P
T. A reptile is an amphibious animal with four short legs.
Reptiles crawl about upon the earth, or in the water.
S. What is a serpent P
T. A serpent is an amphibious animal without legs.
Serpents are named snakes.
There are different kinds of snukes.
This serpent is called a black-snake.
That serpent is called a rattle-snake.
S. I know what fishes are ?
T. Fishes make the fourth class of animals.
Fishes live and swim in the water.
They swim by means of fins.
Fishes are generally covered with scales.
S. W T hat are insects ?
T. The fifth class includes all the little animals called in-
sects, which annoy us in summer.
Bugs, flies, ants, fleas, moschetoes and spiders are insects*
Insects livG only in warm weather. They die in winter.
They have many legs.
Kk
[
2CG
3
(78/A EXERCISE.)
8. 1 saw a worm on the ground.
It belongs to the sixth class.
T. Yes. There are different kinds of worms.
They crawl in moist places and are mute.
They have no legs.
Some worms live in the ground.
Some live in the bodies of other animals.
■S. Who made all these animals ?
T. God the Creator of all things.
We must admire his works, and adore him for his
goodness.
Now let us examine some of the animals of the different
Classes.
79th EXERCISE.
First Class of Animals.
Quadrupeds.
Antelope
Deer
Musk
Ant-eater
Dromedary
Mouse
Armadillo
Dormouse
Otter
Ape
Elephant
Opossum
Bison
Fox
Porcupine
Buffalo
Goat
Rat
Bull
Hog
Rhinoceros
Badger
Hedgehog
Racoon
Beaver
Hare
Rabbit
Baboon
Horse
Sheep
Bear
Jerboa
Squirrel
Cat
Kangaroo
Sloth
Cow
Leopard
Tiger
Camel
Marmot
Wolf
Cavy
Marten
Weasel
Dog
Mole
Zebra
[ 267 ]
(79/^ EXERCISE.)
T. Have you seen any of these animals ?
S. Yes, Sir.
T. Which of them have you seen ?
Count them, and tell how many.
S. I have seen that one, that one, that one.
T. How many have you seen in all ?
S. I have seen seventeen of them.
T. Which are those you have seen ?
Write their names on the slate.
Those which you have not seen I will show you.
S, I have seen
An ape A hog
a hull a horse
a bear a mole
a cat a mouse
a cow a rat
a camel a rabbit
a dog a sheep
a fox a squirrel
a goat an elephant
T. Where have you seen these quadrupeds ?
8, I have seen them in a book.
T* Then you only saw the figures of them.
Do you wish to see the others ?
8. Yes, Sir.
T. Here then we have the figures of them.
I will show you some of them afterwards in the
American Museum, where Mr. John Scudder
has collected a great number of animals, and
stuffed them, and they appear as if they were
alive.
[ 208 ]
(79//t EXERCISE.)
Antelope
Armadillo
Ant-eater
Bison
Buffalo
Badger
Beaver
[ 2G9 ]
(79th EXERCISE.)
Cavy or Guinea-pig Deer
Dromedary
^*&f%%
Dormouse
Elephant
^wm^
Hedgehog
Jerboa
Kangaroo
[ 270 J
(79//« EXERCISE.)
Leopard
Marten
Marmot
Otter
Opossum
Porcupine
Rhinoceros
L 271 ]
(79th EXERCISE.)
Sloth Tiger
- -^&-~
Wolf
Weasel
^■^'illlllfeui^Ky"
Zebra
[ 272 ]
(79lh EXERCISE.)
T. Some of these animals are very large.
Some of them are very small.
Some of them arc strong.
Some of them are weak.
Some are ferocious. Some are gentle.
Some are useful to man.
Some are useless to man.
S. Which of them are largo ?
X. The elephant, the bison, and the buffalo, are large and
strong.
S. Which of them are small ?
T. The cavy and jerboa, are small and weak animals.
iS. Which are the ferocious animals?
T. The leopard, the tiger, and the wolf are ferocious.
S. Which of the animals are gentle ?
T. The dromedary and the cavy are gentle.
S. Which are the useful ones ?
T. The elephant, the beaver, the deer and others.
S. Which are the useless ones ?
T. The armadillo, the hedge-hog, the porcupine, and the
sloth.
S. Tell me something more about these animals.
T. In a future lesson, I will give you some more informa-
tion about these animals named quadrupeds ; but we
must now proceed to the second Class of animals.
80th EXERCISE.
Second Class of Animals.
Birds.
T. Do you recollect what I informed you about birds ?
S. Yes, Sir. Birds are animals with wings and feathers.
T. Is that all ?
S. No, Sir ; they have two legs, a bill, and can fly in the air.
T. Birds differ from all other animals, by having wings
and feathers.
[ 273 ]
(80/^ EXERCISE.)
These make it necessary to put them into one class.
Birds, however, do not all fly.
The ostrich and cassowary have small wings, and can-
not fly.
The auks, and some others, have no feathers in their
wings.
They swim on the water and dive for food.
They live most of their time in the water.
They go on shore to lay their eggs.
All kinds of hirds lay eggs.
Some hirds' eggs are good to eat.
Birds are very numerous.
Here are the names of some of them.
Birds.
Vulture
King-fisher
Auk
Eagle
King-bird
Penguin
Hawk
Humming-bird
Pelican
Owl
Goose
Petrel
Toucan
Tame-goose
Albatross
Crow
Wild-goose
Gull
Oriole
Duck
Flamingo
Paradise-bird
Tame-duck
Crane
Cuckoo
Wild-duck
Ibis
Wood-pecker
Swan
Snipe
Plover
Black-bird
Wren
Peacock
Red-bird
Snow-bird
Turkey
Yellow-bird
Cat-bird
Pheasant
Swallow
Canary-bird
Quail
Whip-poor-will
Blue-jay
Grous
Turkey-buzzard
Parrot
Guinea-hen
Hei
Dove
Pigeon
Robin
Ostrich
Lark
Hanging-bird
Cassowary
Grosbeak
Cedar-bird
Wood-cock
Blue-bird
Phebe-bird
Li
[ 274 ]
(80J/i EXERCISE.)
T. Have you seen any of these birds ?
8. Yes, Sir.
T. Which have you seen ?
S. I have seen that, that, that, &c.
T. How many ?
S. I have seen only five.
T. Write on the slate those you have seen.
S. I have seen an owl
an eagle
a goose
a duck
a hen
M. The goose you saw was a tame-goose.
The duck you saw was a tame-duck.
They were once wild, and flew like other birds.
They were made tame by man.
Some other birds were wild, and were tamed by man.
Let us look at the figures of those birds you have not
seen.
[ 275 ]
(80th EXERCISE.)
Eagle Hawk
Toucan
King-fisher
Crow
Wood-pecker
Humming-bird
[ 2 ™ ]
(80£/i EXERCISE.)
Wild-goose
Swan
Petrel
Flamingo
Wild-duck
Penguin
Gull
Crane
^wswKRssftvg
Plover
t 277 J
(SOtk EXERCISE.)
Snipe
Peacock
Quail
&S&
Guinea-hen
Grous
Pigeon
"•"'miHftWiv
jav#*
Grosbeak
[ 278 ]
(80/A EXERCISE.)
Black-bird
Swallow
Hanging-bird
Snow-bird
Robin
Blue-jay
[ 279 ]
(80/A EXERCISE.)
Parrot
Cassowary
Dove
Ostrich
Wood-cock
Lark
[ 280 ]
8 1st EXERCISE.
Third Class of Animals.
Amphibious Animals.
Teacher. Amphibious animals are not so numerous as others.
They live in retired places.
They shun the presence of man.
Some of them are very ugly.
Some of them are poisonous.
There are two kinds of them ; reptiles and serpents.
Amphibious Animals.
Reptiles. Serpents.
, Land-tortoise Rattle-snake
Terrapin Black-snake
Green-tortoise Spectacle-snake
Leathery-tortoise Garter-snake
Crocodile
Alligator
Lizard
Toad
Bull -frog
T. Some of these reptiles are good to eat.
The terrapin and green-tortoise are excellent food.
Combs are made of tortoise-shell.
Let us look at some of the amphibious animals.
Some of them live in the water, and some on land.
[ 231 ]
(&lst EXF.RCISE.)
AMPHIBIOUS ANIMALS.
Land-tortoise Terrapin
Green-tortoise
Leathery-tortoise
Crocodile
Alligator
Lizard
Bull-fro«
m m
[ 282 ]
(81st EXERCISE.)
Rattle-snake Black-snake
Garter- snake
82d EXERCISE.
Fourth
Gymnotus or
Electric Eel
Wolf-fish
Sword-fish
Saw-fish
Cod-fish
Dolphin
Dory
Plaice
Sole
T. Do you know a fish when you see it ? S. Yes, Sir.
T. Have you often seen fishes. S. Yes, Sir,
T. Where have you seen them ?
S. I have seen them in the river.
Class of Anin
wis.
Fishes.
Perch
Shad
Striped-bass
Herring
Sea-bass
Mackerel
Weak fish
Sturgeon
Black-fish
Killiiisl.
Gurnard
Trout
Salmon
Shark
Pike
Sting-ray
Flying-fish
Torpedo
[ 283 ]
(82(1 EXERCISE.)
T. Have you seen them out of the water ?
S. Yes, Sir ; I have taken them with a pin-hook.
T. Those were small fishes, and are called killifish.
Have you seen any others ?
8. Yes, Sir; I have seen large fishes in the market.
T. What have you noticed in fishes?
8. They cannot live out of the water.
They die in the air.
T. Have they any legs ?
S. No, Sir ; they have fins.
T. Where are their arms ? S. They have no arms.
X. How many wings have fishes?
S. They have no wings.
T. Are fishes covered with feathers ?
8. No, Sir; they have scales.
T. Now ohserve the difference between quadrupeds, birds,
amphibious animals and fishes.
They are all animals.
Some of them are the largest beings in existence.
What is a fish ?
S. A fish is a being that lives in the water.
T. A frog lives in the water. Is a frog a fish ?
S. A frog is an amphibious animal.
It lives sometimes in the water, and sometimes out of
the water.
T. A penguin lives and swims in the water, and dives under
the water. Is a penguin a fish ?
S. A penguin is a bird ; it is covered with feathers, and has
wings.
T. You say that fishes have no legs.
Then fishes cannot be quadrupeds.
What then is a fish ?
S. I know a fish when I see it.
I cannot tell you what it is.
T. Is it an animal ?
S. Yes, Sir ; it is an animal.
[ 284 ]
(82rf EXERCISE.)
S. I thought you wanted to know what kind of an animal
it is?
T. Yes, I did ; and as you arc at a loss, I will inform you.
A fish is an animal that has cold and red blood.
It lives in the water.
It cannot live out of the water.
It swims in the water.
It breathes by means of gills.
It is covered with scales or slime.
It has fins instead of legs and arms.
T. Thus you sec that all animal beings have existence aud
motion.
They arc all alike in these respects.
Therefore they are all named animals.
These animals, however, have other particulars in which
they differ.
They arc therefore put into different classes.
The animals of each class have some marks in which
they agree.
As quadrupeds have all four legs, birds have wings, and
are covered with feathers.
Now let us examine some of the different kinds of fishes.
Fishes differ from all other animals, in having gills, scales
and fins ; and they are alike in these particulars.
Hence they are put in a class by themselves.
Here follows a few of this numerous Class of animals.
[ 285 ]
(82d EXERCISE.)
FISHES.
Gymnotus, or Electric Eel
Wolf-fish
Sword-fish
Saw-fish
Cod-fish
Dolphin
Sole of N. Y.
Plaice of N. Y.
[ 286 j
(82(1 EXERCISE.)
Dory of N. Y. Striped-bass of N. Y,
Sea-bass of N. Y.
Weak-fish of N. Y.
Black-fish ofN. Y.
Gurnard of N. Y.
Salmon
Pike
[ 287 ]
(82d EXERCISE.)
Flying-fish of N. Y. Shad of N. Y.
Spring Herring of N. Y. Spanish Mackerel of N. Y
Sturgeon
Killifish
Trout
Shark
[ 288 ]
(82rf EXERCISE.)
Sting-ray
Skate
Torpedo
T. These are different kinds of fishes.
S. Are there no other fishes ?
T. Yes ; there are a great many others.
S. Are all fishes good to eat ?
T. No. Some fishes are poisonous.
Some are tough and not good to eat.
Some taste bad and are not good food.
S. Which of these fishes are good to eat ?
T. Almost all of them are good to eat.
S. Which are not good ?
T. The gymnotus, the wolf-fish, the saw-fish, the shark,
the sting-ray, and the torpedo.
S. Did God make all these fishes ?
T. Yes, God made them all.
He is great in power, knowledge and goodness.
He bestows all that we have and enjoy.
We should love and adore him for his mercy and
goodness.
«
[ 289 ]
83d EXERCISE
la
Fifth
Class of Animals.
Insects.
Beetle
Miller
( Hessian Fly
Lady-bug
Hawk-moth
* of America
Five-fly
Dragon-fly
i Wheat Insect
I of Europe
Water-beetle
Wasp
Coek-roaeh
Bee
Louse
Lantern-fly
Ant
Flea
Grass-hopper
Fly
Spider
Butterfly
Mosehetoe
Scorpion
Moth
Gad-fly
Chigre
\
T. Let us look at some of this Class of animals named
insects.
They are very numerous.
They are less than other animals.
They have many legs. They have no blood.
Some of them have wings. Some have no wings.
They love warm weather.
They do not love cold weather.
They live and grow in summer.
Their lives are short. They die in the winter.
S. Are insects good to eat ?
T. A few of them are used for food, but they afe not very
good.
S. Birds eat them.
T. Yes. Some birds eat nothing else but insects.
S. Are they good for nothing else ?
T. Yes. Some insects are very useful to mankind.
Other insects are entirely useless to us.
Many trouble and annoy us, and are very injurious.
S. Which are useful to us ?
T. The lady-bug, the Spanish-fly, the bee, the coehineal-
insect, and the silk-worm.
Here we have the figures of them.
Nn
[ 2M J
(83rf EXERCISE.)
USEFUL INSECTS.
Lady-bug Spanish-fly
Bee
Male Cochineal
Female Cochineal
Silk-worm
Silk-worm Moth
O o 9 O ° O
o oo o * o
o o o o
Silk-ball or Cocoon
L m j
(83c? EXERCISE.)
USEFUL INSECTS.
Scholar. What can you tell me ahout the lady-bug P
Teacher. The lady-bug is a pretty little yellow insect,
sometimes with black spots upon it. It is useful to us, by
eating the lice that infest plants and flowers. These lice
are little green insects that are very numerous, and destroy
the plants and flowers upon which they feed. The lady-bug
kills and eats them, and in this manner makes itself useful
to man.
S. How is that insect named the Spanish-fly useful to us ?
T. The Spanish-fly is so named, because it is found in
Spain, although it is found in other countries. It is also
named the blister-fly. This insect is collected and preserved
for use as a medicine. The dead insect is ground into a
powder, and used by physicians as a medicine, and to raise
a blister on a sick person.
S. How is a bee useful ?
T. How is honey made ?
S. O yes ! I see now. Honey is made by bees. Bees are
useful insects.
T. Bees are very industrious little animals. They live
longer than other insects. Clod has made them useful to
man, and permits them to live. They work hard all sum-
mer, and lay up a store of honey to live upon in the winter,
when it is cold, and there are no flowers for them to suck
and feed upon. We should work and be industrious like the
bees, and lay up a store of food for hard times.
S. What is the cochineal insect ?
T. It is a very little red insect, that lives upon the
prickly-pear, and is used for the purpose of making a red or
scarlet dye.
S. How is the silk-worm useful ?
T. The silk-worm makes silk. It is a butterfly or moth,
and lives upon the mulberry-tree. Its eggs are laid upon
the leaves, and hatch into little worms or caterpillars,
which feed upon the leaves. When the caterpillars get their
[
292
J
(83fl? EXERCISE.)
growth, they spin a ball of silk and wind themselves up in
it. This ball of silk is preserved, and carefully unwound,
and is then in the state of raw-silk. It is called a cocoon.
Raw-silk is afterwards spun into silk-thread, and silk-thread
is then wove into silken-stuff's.
S. Are these all the useful insects ?
T. No; there are some others, of which I shall inform
you at another time.
S. Now show me some of the useless insects.
T. Here are some of them, but there are a great many
more.
Beetle Hawk-moth
Water-beetle Dragon-fly
Fire-fly Wasp
Lanternaria Spider, &c.
Butterfly
USELESS INSECTS.
Beetle
Water-beetle
Lanternaria or Lantern-fly
Butterfly
[ 239 ]
(83d EXERCISE.)
Phalena or Miller
Dragon-fly
Wasp
Spider
Sphinx or Hawk-moth
[ 294 ]
(83<Z EXERCISE.)
INJURIOUS INSECTS.
&. Which arc injurious insects ?
T. Some of the insects which annoy and injure mankind,
are the following, viz.
The Cock-roach The Ilcssian-fly
The Grass-hopper The "Wheat-insect
Ants I. ice
Flies Fleas
Moschetocs The Chigre
Moths Bed-hugs
The Bot-fly The Scorpion
S. How does the cock-roach injure us ?
T. The cock-roach is an ugly looking inseet. Jt nmhi-
plies in great numbers, and infests houses and places where
bread and flour and other provisions are deposited. They
creep into holes and corners, and hide themselves in the
day-time, but at night they crawl out and eat the bread, the
flour and other food prepared for man.
S. I have seen grass-hoppers ; they do not hurt any body.
T. Some of them are harmless, and when they are not
numerous they do no injury. But sometimes, and in some
countries, they increase and become so numerous as to eat
up the grass and grain, and even the leaves of the trees,
and nothing is left for man or his domestic animals.
S. Ants are too small to injure us.
T. Ants are indeed small insects, but they are, neverthe-
less, capable of doing us injury. The large ants are called
pismires, and live in rotten wood, and under the ground.
The small ants rather annoy us than produce any serious
injury. They get into our pantries, and eat the bread and
meat left there for us to eat. They are fond of sugar and
sweetmeats, just like children. Whon small ants get into a
house, it is difficult to destroy them, they are so small and
so numerous.
[ 295 ]
(83(/ EXERCISE.)
<S. Flies only bite a little.
T. In warm weather flies are injurious, by laying their
eggs on cheese, meat and other food ; and if we do not watch
them, the eggs will hatch into worms or maggots, and the
meat will spoil and stink.
S. How do moschetoes injure us ?
T. Moschetoes annoy and injure us by their bites. In
warm and moist weather they are very troublesome, and in
some places they are so thick, that they make people sick
by the irritation of their bites.
S. What can you tell us about that moth ,• it is a little
butterfly.
X. Moths are very destructive to cloth and woollen
clothes. They eat holes in them and spoil them.
S. What is the bot-fly ?
T. The bot-fly lays its eggs on the hair of horses legs
and sides, where they stick fast and look like little yellow
nits. When the horse licks himself with his tongue, the
eggs are licked off and swallowed with the grass or hay he
eats. The eggs or nits, when they get into the horse's
stomach, hatch into maggots, and as they grow, they eat
holes into his stomach and kill him. Thus the bot-fly is
injurious to man by killing his horses.
S. What is the hessian-fly and the ivheal-insccl ?
T. The hessian-fly and the wheat -inseel both destroy grain
when it is growing. The wheat-insect is found in Europe,
and the hessian-fly in the United States. The first attacks
the grain in the ear, and the latter eats off the stalk.
S. I know what lice, fleas and bed-bugs are.
T. These three kinds of insects rather annoy than injure
us. They render it necessary for us to be neat and clean
in our clothes and persons, by means of which we shall avoid
such bad company. Beggars and others who arc careless
and dirty in their persons, become infested with lice and
other vermin.
E
290
]
(83d EXERCISE.)
S. What is the chigve, that looks so much like a flea?
T. It is a kind of flea that is found in warm countries,
particularly in the West Indies, in dry and sandy places.
It is injurious to those who go barefooted. The chigres
jump on the feet of the negroes and (hose who do not wear
shoes, and being very small, they hury themselves under
the skin. There they lie till they grow big and lay their
eggs, and produce swellings and sores of the feet, and some-
times the feet mortify and the negroes die.
£. The scorpion is like a spider.
T. It is somewhat like a spider, but it has a long tail,
which a spider has not. The bite of the scorpion is poison-
ous. It is not found in this part of the country, but lives
in warmer climates.
These examples, I hope, will serve to give you some idea
of the great number and variety of created beings which the
Almighty in his infinite wisdom, has thought proper to call
into existence. — • —
INJURIOUS INSECTS.
Cock-roach Grass-hopper
Moth
Moschetoe
[ 297 ]
(83C? EXERCISE.)
Bot-fly Hessian-fly
Wheat-insect of Europe
Louse
Flea
Chigre
Bed-bug
Scorpion
Oo
[ 298 ]
84th EXERCISE.
Sixth Class of Jlnimals.
Worms.
T. The sixth and last class of animals is called worms.
Worms are generally disgusting objects. Of all the animate
beings which God created, they are the most imperfect.
They have neither brain, nostrils nor ears ; nor have they
feet or fins to assist them in moving from one place to ano-
ther. They cannot move fast, but crawl about in moist
places, and are mute. They form a very numerous class of
living creatures ; but as they live in Hie water, under ground,
in the bodies of other animals, and in other retired places,
they are not often seen, nor are they elegant or beautiful,
or in any way desirable objects to behold. Let us therefore
leave them, and pass on to consider and examine some of
the vegetable beings which the Almighty, in his infinite good-
ness, has created for our use. This will afford a subject
highly interesting to one who is desirous to examine the
works of God.
85th EXERCISE.
VEGETABLE KINGDOM.
Scholar. I should be glad to hear you relate something
concerning the vegetable kingdom.
Teacher. Come then, let us take a walk into the fields,
and examine some of the vegetable beings which every-
where surround us, and which God alone has created.
S. Where shall we go ?
T. We will go to that hill, and have a full view of the
surrounding country.
The first thing that strikes an observer, in looking around
on the vegetable creation, is the beautiful green which the
earth and the trees assume at this season of the year. It is
now the month of June (1821). The blossoms have fallen
from the trees, and the fruits begin to ripen. The eye is
delighted with the verdure of the fields, the meadows, and
the woods ; and the nostrils are regaled with the delightful
[ 299 ]
(85lh EXERCISE.)
•dour of the flowers which still continue to expand. You
may observe that the color of the grass and the trees is not
uniformly the same, but that the shades of green are inter-
mingled witli a pleasing variety. This makes a view of the
vegetable kingdom at all times pleasing.
If (he trees and the grass were of any other color, what
would he the effect ?
S. I do not know.
T. Suppose the fields and the woods were white instead
of green, how would you like that color ?
8. Spring and summer would look like winter, and I
would not like it.
T. This would not be the only effect of having white
grass and white trees. The heat would he intolerable, and
the reflection from the surface of the earth, and the leaves
of the trees, would oblige us to shun the light of day, and
seek retirement in our houses, or under the ground.
S. Suppose then the grass and trees were black, what
would be the effect ?
T. All nature would appear dismal, dark and dreary, and
there would be more cold than heat upon the earth, and we
should be a miserable set of beings.
S. Would any other color be proper?
T. A blue color would be preferable to any otber ; but
God has adapted our eyes to receive and enjoy the impres-
sions made upon them by green objects, in preference to any
other color.
S. Have you names for these different trees and grass
which we see ?
T. Yes. The whole vegetable creation may be divided
into trees, shrubs or buslies, vines, jloivers and grasses. This
division does not include the whole of the vegetable beings
which God has caused to grow, but it will answer to make
you better acquainted with some of the works of the
Almighty, which we daily see, without inquiring or reflect-
ing from whence they came.
[ 300 ]
(85th EXERCISE.)
There are different kinds of trees. Some are called /ru/f-
trecs, some are called Jlowering-trees, and sonic are called
forest-trees. The fruit-trees arc very numerous, and grow
in different countries. Apple-trees, peach-trees, pear-trees,
plum-trees, cherry-trees, and some others, grow in this part
of the country, and bear fruit in abundance. Orange-trees,
lemofc-trees, lime-trees and fig-trees, grow in warmer coun-
tries.
Some trees only bear blossoms or flowers, and are planted
about houses for ornament, and the beauty and fragrance of
their flowers, and these are called Jlowering-trees. The
locust-tree, the dogwood-trcc, the magnolia and the tulip-
tree grow here.
The forest-trees are those which grow in the woods, and
are cut down to burn, and to make timber to build houses,
barns, mills and ships. Among these growing in our coun-
try are the oak-free, the pine-tree, the cedar-tree and many
others, which are applied to different uses.
Bushes are those kinds of vegetable beings which do not
grow high, nor large like trees, but have numerous small
branches, and are cultivated in gardens, for the fruit or
the flowers which they produce. We have currant-buslies,
gooseberry bushes, raspberry bushes, which bear fruit ; and
we have rose-bushes, lilach-bushcs, snow-ball-bushes, and
many others which produce flowers. These bushes are some-
times named shrubs ; and when many of them are planted
in gardens and around houses, the whole are included in the
general name of shrubbery.
The vines are very numerous, and like bushes or shrubs,
are cultivated for their flowers or their fruits. Vines do
not grow erect like trees and bushes, because they have not
strength to support themselves in that position without;
assistance. They either cling to trees, as the grape-vine,
or run upon the ground, as the pumpkin-vine. Water-
melons and musk-melons grow on vines which run upon the
ground, and the sweet-potato is the root of another vine
which does not cling to trees. The trumpet-flower is a
[ aoi ]
(85//* EXERCISE.)
vine which bears red blossoms shaped like a trumpet. This
vine is planted by the side of houses, and it climbs to the
very top, by sticking to the walls as it grows. The morn-
ing glory is a vine which is planted in gardens for orna-
ment. It bears blue blossoms shaped like a bell, and the
blossoms expand in the morning, and elose before noon.
Beans and peas grow upon vines which are planted for the
seeds they produce, and which we use for food.
The numerous flowers which adorn the woods, the mea-
dows and gardens, have at all times, and in all countries,
attracted the attention of man. Some delight us by their
beauty and size ; some by the elegance of their colors, and
some by their delightful odours. These are so numerous
that we must take another opportunity to walk into a gar-
den and examine llicm.
The grass we tread upon, and which you sec growing in
abundance around and before you, and though not adorned
with flowers, nor tall and strong like trees, is notwithstand-
ing worthy of your attention and consideration. Horses,
cows, sheep, and other domestic animals live upon grass,
and we mow or cut it with a scythe, and make hay of it, to
lay up in store for winter, when snow covers the ground,
and cattle cannot find grass to eat.
Having taken a general view of the vegetable kingdom,
we must reserve a more minute examination to another
time, lest you may become fatigued with the multiplicity of
objects, and the recollection of their names.
S. I thank you for this explanation of the vegetable crea-
tion, and I assure you I am much gratified with the walk,
am not fatigued, and will be glad at another time to renew
our inquiries.
T. In concluding this hasty sketch of the animal and
vegetable creation, we should not forget that God is the
Author of all things, the Creator of the universe, the Father
of mercies, and that to him we are indebted for all the
blessings wc now enjoy, and to him we must look for all we
expect beyond the grave.
[ 302 ]
A Representation of Objects without their Names,
to exercise the Pupils.
m
VESSELS AND THEIR KINDS.
[ 303 ]
SPI
DOMESTIC ANIMALS.
fe*Sfe*3
[ 304 ]
%m^^5&S»ffigKg3p
»«\nJ\\\\yK"tt\\\\\\\u\vW'
jflriW**''*
[ 305 ]
BIRDS.
I'P
I 300 J
QUADRUPEDS.
imumi'AJBtf
[ 307 ]
• qiilHIlUlWHV
[ 308 ]
[ 309 ]
— *& — '■— _£-rf> «--» '
[ 310 ]
BIRDR.
[ 311 ]
[ 312 ]
[ 313 ]
Qq
[ 314 ]
«3S85k
'-V&SSSS***
[ 315 j
AMPHIBIOUS ANIMALS.
[ ^ ]
SERPENTS.
FISHES.
[ 317 ]
[ 318 ]
[ 319 ]
USEFUL INSECTS.
[ 320 ]
USELESS INSECTS.
*<r
[ 321 ]
INJURIOUS INSECTS.
» +
Rr
[ 322 ]
»'
7
I
%
No. 1.
MR. ARROW SMITH'S WORK ON TEACHING DEAF MUTES.
When (his work was digested and arranged, Mr. Arrow-
smith's work, published In London, in one volume, octavo,
1818, had not then come to hand. It has been subsequently
received, and we take this opportunity of giving our readers
the following abstract.
It is entitled " The Art of Instructing the infant Deaf
and Dumb, by John P. JLrrowsmith." This is a work of
272 pages, in English, giving an account of the manner in
which the author's brother, born Deaf and Dumb, was edu-
cated, without being sent to any other than a common
school. From this fact he has drawn the inference, that all
Deaf and Dumb children may be taught in the ordinary
schools of Great Britain. Mr. Arrowsmith appears to be
rather obscure in detailing the means adopted in teaching
his brother, and the method which ought to be pursued in
teaching others. It appears by his introduction, that he
had it in contemplation a long time to publish something on
the subject, but was deterred, till he met with the Abbe
de L'Epee's work in French, on the method of teaching
Deaf Mutes. Accordingly, the greater part of Mr. Arrow-
smith's labors consist in a translation from the Abbe de
L'Epee. He has translated some part of de L'Epee, which
his successor, the Abbe Sieard, has condemned and im-
proved. He does not appear to know what the latter has
Avritten, but is astonished at the work of his predeces-
sor. He states that the French method of instruction is
cried down in England, by the Edinburgh Encyclopedists,
and the French works on the subject of the Deaf and Dumb,
kept out of sight. He eondemns the practice of his own
country, js decidedly opposed to the British plan of teach-
[ , 324 -f
ing them to speak, in which much time is lost which might
be employed to better advantage. lie also states, that the
art of teaching Deaf Mutes is monopolized in England, and
enveloped in mystery, and the schools not easy of access to
the unfortunate and poor Deaf and Dumb.
The title page is faced with a likeness of Mr. Arrow-
smith's brother, who has acquired the art of engraving.
The book also contains the English or double-handed alpha-
bet, engraved by the Deaf Mute who is the subject of the
work. j*
* *4 No* 2.
A. O. STAtfSBURY's'siONS FOR NUMBERS.
In teaching the Deaf and Dumb Arithmetic, signs for
numbers are as essential as signs for letters, words and
ideas. These signs arc the medium of communication be-
tween the teacher and pupil, and produce an interchange of
understanding. The natural knowledge of the Deaf and
Dumb, as relates to numbers, is very limited, and does not
extend much beyond the number of their fingers. The
Abbe Sieard's signs for figures is far from being complete ;
hence Mr. David Seixas, the zealous teacher of the Deaf
and Dumb in Philadelphia, -adopted a plan which was an
improvement, and it is now in practice in that city. It was
adopted in the New-York Institution for a time, but some
difficulty occurred in designating large numbers. In conse-
quence of this, Mr. Stansbury, late superintendent of this
institution, adopted a system of his own, which for some
time past, has been in use in the school for the Deaf and
Dumb in this city. The plan adopted is in accordance with
the French signs for letters, one hand only being necessary
in expressing any amount as high as one hundred millions.
Either hand may be employed as for letters, though in
general the right is principally used. The nine digits arc
expressed by the fingers, and the letter O of the French
alphabet stands for a cipher. After the fingers are under-
stood to represent the Arabic characters for the nine digits,
•
[
325
J
the hand is to be placed with the fingers extended vertically
in front for units, horizontally in front for tens, downwards
in front for hundreds : on the right hand vertically for thou-
sands, horizontally for tens of thousands, downwards for
hundreds of thousands; and on the left hand in the same
manner for millions, tens of millions, and hundreds of mil-
lions. The whole system then consists in nine positions of
the fingers, and nine positions of the hand.
The following wood engravings by Morgan, will illus-
trate the positions for the* digits. In the use of figures,
however, it is first necessary to exhibit to our pupils the
power and value of the Arabic characters, which are arbi-
trary signs and substitutes for marks. This is done after
the manner of Sicard, as follows :
1 n in mi ^nii nun mini lniim uiiiiin
1 J
> ^
:
t
> i
I
7 G
[ :i2b J
* 6
A more particular explanation and application of these
signs in the practice of arithmetic with the Deaf and Dumb,
is given in the following letter from Mr. Stanshury to Dr.
Mitchill.
To Dr. Samuel L. Mitchill,
President of the Board of Directors of the New-Fork Insti-
tution for instructing the Deaf and Dumb.
Sir,
Knowing the interest you feel in whatever relates to
the progress of science, and the eause of humanity, I em-
[ 327 ]
brace with pleasure the opportunity of communicating to
you, a new system of signs for teaching figures to the Deaf
and Dumb, invented about a year ago, while I was engaged
in the institution, which lias been successfully used since
that time. Instead of employing both hands one alone is
required ; the thumb represents one, the index finger two,
the middle finger Aree, the ring finger four, and the open
hand five ; the little finger respresents six; to this add the
ring finger for seven ; then add the middle finger for eight,
and the index finger for nine ; the thumb resting on the
palm, as in the letter B of the manual alphabet. To indi-
cate ten, the thumb is pointed forward ; twenty, the thumb
and fore-finger, and so on to the sign for nine, pointing hori-
zontally. Hundreds are pointed down, the hand being held
in front of the body. For thousands the same order is pur-
sued as for units ; only holding the hand on the right side
of the body, or giving it a gentle inclination toward the
right, when the sign for thousands is made. For millions,
the hand is placed across the body toward the left, and the
same signs made for units, tens and hundreds ; the units
pointing up, the tens forward, and the hundreds down.
r* In order to convey to the pupils, a distinct idea of the
value of figures, I employed clay, formed into very small
lumps, and stuck upon a board on which was drawn the re-
presentation of two hands, and the figures 1, 2, 3, &c. to 9,
against the fingers ; then adding one more lump of clay for
the remaining thumb, to the nine lumps already on the
board, I pressed them into one, and pointed the thumb for-
ward towards it; to this was added another lump of the
same size for the fore-finger, also represented pointing for-
ward, and another, and another, to nine ; when a tenth lump
for the remaining thumb, being united as before to the nine,
formed one of a new series, indicated by the thumb pointing
down; to this, nine others of the same size were added, and
when the ten lumps were pressed into one, this was placed
on the right side of the body, to show that every unit in
that position was so much larger than that which was in
[ 328 ]
front of the body. Having d»nc this, it was easy, by signs,
to make (hem understand that these large lumps, or thou-
sands, Mere to be pressed into one to form a much larger
unit, called a million, and placed on the left side of thfc
body. The same thing may he exemplified by Weights in
a scale: let the units be placed on a shelf above (he head,
the weights of ten times the unit, on a shelf breast high, and
the weights ten times as heavy as these, on the floor; by
this arrangement, the operations of addition, subtraction,
division and multiplication may be readily taught. Perhaps
a more convenient mode would be, to have circular pieces
of thin wood, with a hole in the centre, and a wire rising
from the bottom one just high enough to make a pile of ten.
For fractions, I adopted a mode of illustration somewhat
different : the unit was shown by a circular board of four or
five inches diameter ; another of the same size was sawed
ar-ross into two, another of the same size into three, and so
on to twelve : the unit represents a dollar, which is accord-
ingly drawn on it ,• and so with the half, quarter, eighth and
fifth, or pistarecn, tcilliout pillars. When a sum in addition
is set on the black-board, or slate, the pupil selects the frac-
tions, and putting two eighths together, substitutes one
quarter, two quarters, one half, &c. till he produces the
amount in units piled one on another, and the fractional
parts placed on one side : the same thing is done in the other
rules, with the same facility and certainty, to the great
satisfaction of the pupil.
In ciphering I employ the right hand alone to count units,
and the left as a register of the number of tens, &c.
To facilitate the learning of division, I found it necessary
to make a new arrangement of the multiplication table,
corresponding to the order of placing the figures ill divi-
sion ; that is, with the divisor on the left, and the quotient
below the dividend : for this purpose the table is reversed ;
12 times being the upper line, and 1, 2, 3, *, &c. at the bot-
tom. The effect of this alteration was much greater than
any person who had not made the experiment would ima-
[ 329 ]
gine ; the old tables were instantly discarded, and each
pupil was anxious to have a new one : division lost all its
obscurity, and was performed with the same ease as multi-
plication.
Hoping that in your hands, these hasty remarks may be-
come useful to the institution over which you preside,
I remain, with due respect,
Yours,
A. O. STANSBURY.
No. 3.
NOTICE OF THE INFANCY OF MASSIEU,
A Deaf Mute from birth, a Pupil of the Abbe Sicard, by
Madam V C , translated from the French.
"What sensible person is not penetrated with the necessity
of rendering homage to the paternal inspiration of that pious
philanthropist, who has restored to themselves the innocent
victims of an error of nature. The beneficence of the Abbe
de L'Epee should command a sacred acknowledgment from
public opinion, as well as from maternal tenderness. The
modest attempts of this ecclesiastic, were so many triumphs
over the painful efforts of his predecessors. His reason
discarded their systems, and his heart created a language
for the use of the Deaf and Dumb.
From that moment the mother believed she had obtained
every thing ; and pressing to her bosom the infant, from
whom, as yet, she only heard mournful sighs, she saw in
him a messenger from heaven, who could console her in her
misfortunes. The public came in crowds to the school of
the celebrated instructor. He was applauded with trans-
port; he was listened to with respectful silence, and he re-
ceived the homage of all hearts, all ages, and of all sexes.
The philosophic world conceived another ambition for the
happiness of the Deaf and Dumb. They blessed the endea-
vors of that venerable man, whose only end was to initiate
these unfortunate children into a knowledge of the secrets
s s
[ 330 ]
of heaven. They thought it useful to unite to this celestial
science, that which w ould reveal to them the secrets of
social relation ; but time reserved this double prodigy for
the successor of the first friend of the Deaf and Dumb. We
do not mean to make a comparison between these two per-
sons, whose zeal and talents have acquired them a perma-
nent glory, and who will be placed in the same rank by the
friends of humanity. Can we in fact say to which belongs
the palm, when we eannot applaud the one, without cherish-
ing the memory of the other ?
Courageous and patient like a good father, the Abbe de
L'Epee goes to seek the Deaf Mutes in the midst of that
darkness in which we find them plunged. There, surrounded
by obstacles, having uncertain chances before him, he ex-
tends to them the hand of succour. He is to them the first
ray of light which is perceived by them upon the horizon
of life. What son could hope from a father a greater mark
of love? It is here that the renowned Abbe Sicard comes
in his turn to seek the instructor, and render homage to his
heroic philanthropy. Let every eye be turned towards him ;
let every sensible heart surround him, and whilst we collect
with tenderness what he has so wonderfully done, we have
to regret the wonders that his zeal might have produced.
The virtuous instructor had not only to combat nature,
but likewise his modest and religious fears ,• and whilst his
first success presaged to him greater triumphs, his piety
made him doubt the event. He could without pride under-
take what he dare not even desire. In vain a new victory
calls him ; his scruples overcome the movements of his self-
love, and limit such glorious work.
The courageous and sensible man whom Providence and
the opinion of the public have named his successor, in daring
to leap over the limits that a too scrupulous diffidence had
too much respected, arrives at the method of enlightening
the reason of the Deaf Mutes. It is in the soul of his
pupils that the Abbe Sicard arrests a paternal regard. It
is there that he discovers the first elements of his method.
[ J
it is hot what he knows that he is in a hurry to teach
""'in : as he made them his master in order afterwards to
become theirs. Could he he mistaken and alarmed about
the impressions which he received, if it was from them he
borrowed the first rays of light with which he enlightens
thciu ? He identifies himself with their imperfections, and
his observing mind never loses sight of them. He is seen
constantly to follow them, step by step, in proportion as
they advance towards that state of civilization to which his
wisdom gradually conducts them. He already knows their
strength of mind, and the progress of which their intelli-
gence is susceptible, when lie is enabled without danger, to
teach them what renders life dear, embellishes, honors or
degrades it, and thus to restore them to society. From this
moment Deaf Mutes will no longer be strangers among
men,* as their benefactor has made them acquainted with
* A Deaf Mute, born in Germany, and instructed after the method of
the Abbe de L'Epee, in the institution founded at Vienna by Joseph II.
afterwards entered that of Prague. Having learnt the art of engraving,
he left that city to come to Paris, where he arrived in December. Here
without acquaintances, and a very imperfect knowledge of his national
language, and totally ignorant of the French, he stood in want of an in-
dividual with whom he could communicate. He could only find one
amongst his brethren of misfortune ; he went to the institution at Paris',
and addressed himself to Clerc, a pupil of Sicard, and Deaf and Dumb
from birth. He was an assistant teacher, like Massieu, to one of the
classes of this school ; a youug man who unites to a strong mind, a fluency
and grace in his style. An acquaintance is soon made. The stranger
had now found a friend who could comprehend and pity him. His natu-
ral language not sufficing to obtain for him succour from other men, he
wanted an interpreter who could translate his thoughts into the idioms
of society. Young Clerc, who understood and wrote the French lan-
guage well, offered this unfortunate young man to assist him as interpre-
ter to the ambassador from the Court of Vienna, to whom he wished to
address himself. This arrangement made the pupil of Sicard inform bis
master of the steps he was about to take, in a note which we will here
transcribe from the original.
" This young Deaf Mute, without money and without friends, involved
in debt occasioned by want of work, and threatened by his creditors, is
going to have recourse to the bounty and generosity of his serene high-
[ 332 ]
the title which they have to the love of their IVliow beings.
Touching truth ! which it is as sweet to reveal as to believe,
and which egotism will not know how to abuse, as soon as
the teacher makes his pupils feel all the dignity of man.
Then struck with this great and sublime thought, they con-
ceive the whole extent of the duties which society requires,
and in which they have just taken their places. From this
time, they know what of probity, generosity and industry they
owe to it. Until that moment life was to them only a silent
voyage, during which they only experienced an internal,
secret and continual movement that no visible force ean
arrest, and whose whole mystery is in the power of an im-
mortal soul. Until then they dragged out an existence
without object or aim. The same ignorance, the same im-
mobility described the circle of their long and useless days;
a vague, inquiet and melancholy curiosity showed itself in
their looks, whose gloom and dullness saddened the mother
or the friend upon whom they were directed. But now be-
hold them in contact with all the interests of life; every
thing becomes animated around them, useful in their ima-
ginations, and active in their hearts : they are attracted in
fine by every thing, and by that social physiognomy which
awakens such sensations, and produces such ideas as bind
and unite individuals and their minds together. They no
longer interrogate in vain, and their answers correspond
with their judgments, and the lights they have received.
Surely we cannot doubt the happy results of an education
ness, the ambassador of Austria. He desires me to accompany him, not
only as a guide, but to aid him in expressing his ideas. 1 am very happy
to be able to assist him, as this is my day of liberty."
The ambassador was absent ; the deplorable situation of the Deaf
Mute demanded prompt assistance. Young Clerc, full of zeal aud hu-
manity, directs his steps to other places ; he calls upon several engra-
vers ; by writing he makes known the object of his visit, aud the talents
of his unfortunate companion. He at last succeeds in getting him a
place with an engraver, where by means of his daily work, he is enabled
to provide for all his wants.
I 333 ]
inspired by their misfortune, when we observe them apply-
ing the advantages of their talents and labors, in which
society and their families partake so largely.*
A language purely mechanical and made for the memory,
would never produce such a miraculous regeneration ; one
was required which would speak to the human understand-
ing. It will then be easily understood, that it is owing to
this new creation of the theory of signs, that the master is
able to complete his work, and the Deaf and Dumb pupil no
longer to be a useless being upon the earth !
In order to appreciate the labors of these two benefactors
of the Deaf and Dumb, we must compare their deplorable
condition before instruction, with their state of existence
after they have acquired an education. It is only by exa-
mining them in these two states, that we are enabled to be-
lieve in the success of their instruction, and to applaud it
with enthusiasm.
It will be easy for our readers to be convinced of this, by
some characteristic traits of the infancy of Massieu, that
we owe to a man of letters what we have here related, and
to which we will be permitted to add what we have our-
selves collected concerning this Deaf Mute. We can imagine
then what loss it would have been for society, as well as for
humanity, if this interesting being, who from his cradle,
felt the necessity of extending his moral existence; who de-
manded in vain from the authors of his days, the God which
he ought to adore, that worship he ought to render him,
and in fine, the lights which nature had interdicted him ; if
say I, he had been condemned, by chance, not to meet upon
the earth him who could grant his prayers ?
" I had many communications with Massieu, our author
tells us in his charming work (La corbeille de fleurs). I
was not able to avail myself of speech with him, as he would
* Many Deaf Mutes are employed in public offices, and in the print-
ing-office of the institution, horn which they receive the fruit of their
daily labors for the supportof themselves and their aged parents.
r aw ]
not have understood me, and I could not avail myseM if bifl
gestures, as I would not have comprehended them. It \u»^
with the pen that I put my questions, and with it he made
his replies."
*' Demand. Do you love your father and mother?
Response. Yes, very much.
]f. How can you make them understand you ?
Ii. By eigne.
** I concluded from these first answers, that the senti-
ment of filial love was no stronger to Massicu. Shortly
after this conversation with him, 1 had a proof that this
sentiment was one of those which predominated in his heart.
His intelligence had given him an honorahle standing in the
institution among the Deaf Mutes. The convention by a
decree had given him an appointment."
" As soon as M. L'Abbe Sicard had read this flattering
decree to his pupil, the latter, transported with joy, ex-
pressed this thought by his gestures : I am at length assured
of the means of procuring bread for my aged mother.
" The Abbe Sicard wrote to me some time after, as fol-
lows :
" Tl'.e acts of filial love never cost the least effort of his
sensible and grateful heart. To give to his parents is to
repay them (said he to me one day). This young man was
only occupied with the wants of his mother. All that he
receives as a tutor in the institution, lie immediately gives
to her, and he would have debarred himself the use of any
part of it, if I had not called to his recollection that he had
Avants of his own, and that he ought to reserve something
to satisfy them. The first movement of his heart, when he
received either his salary or a gift from persons who were
enchanted by the justness and precision of his answers, was
to say to me by signs, this is for my poor mother.'*
" I longed to have more extended details of the infancy
of Massicu. I asked him in writing one day, to give me
the history of his early years ; he brought me very soon
afterwards the following raorccau, which is entirely digested
by himself."
[ 335 ]
" I was born at Semens, canton of St. Macaire, depart-
ment of the Gironde.
M My father died in the month of January, 1791 ; my
mother is still alive.
" In my country we were six Deaf Mules in one paternal
family, three hoys and three girls.
" I remained at home till the age of thirteen years and
nine months, to which time I had never received any instruc-
tion ; I was in darkness as respects learning.
" I expressed my ideas by manual signs, or by gesture.
The signs which served me then to express my ideas to my
parents, my brothers and sisters, were very different from
those of instructed Deaf Mutes. Strangers never compre-
hended us when we expressed our ideas by signs to them,
but the neighbors did.
" I saw cattle, horses, asses, hogs, dogs, cats, vegetables,
houses, fields and vineyards, and when I had seen all these
objects, I remembered them well.
" Before my instruction, when I was a child, I neither
knew how to read nor write. I had a desire to read and
write. I often saw girls and boys who went to school ; I
desired to follow them, and I was very jealous of them.
" With tears in my eyes, I asked permission of my father
to go to school ; I took a book and opened it upside down,
which was a mark of my ignorance ; I put it under my arm
as if to go, but my father refused the permission which I
asked, by making to me signs, that I would never be able
to learn, because I was a Deaf Mute.
w Then I cried very loud. I again took the book to read
it, but I knew neither letter, word, phrase, nor period.
Full of grief I put my fingers in my ears, and impatiently-
required my father to cure me.
" He answered me that he had no remedies. Then I be-
came disconsolate ; I left my father's house and went to
school, without telling my parents : I presented myself to
the master, and demanded of him by signs, to teach me to
write and to read. He refused mc roughly, and pushed me
[ 330 J
1'rom the school. That made me weep much, hut it «lid not
discourage me. I often thought ahout writing and leading;
then I was twelve years old ; I attempted all alone to form
with a pen, the signs for writing.
'* In my childhood my father had required me to offer
up my prayers by signs, evening and morning. I fixed my-
self upon my knees; I joined my hands and moved my lips,
in imitation of those who speak when they pray to God.
" Now I know there is a God who is the maker of hea-
ven and of earth. In my infancy I adored the heavens, not
God ; I did not see God, I saw the heavens.
«« I neither knew if I had been made, nor if I had made
myself. I grew large ; but if I had never known my in-
structor, Sicard, my mind would never have grown as my
body, for my mind was very poor ; in growing up I would
have believed that the heaven was God.
" Then the children of my age would not play with me:
they despised me ; I was like a dog.
" I amused myself all alone to play with a mallet, a top,
or to run upon stilts.
" I was acquainted with numbers before my instruction >
my fingers had learned me them. I did not know them by
figures ; I counted upon my fingers ; and when the number
exceeded ten, I made notches upon a stick.
" In my childhood, my parents sometimes made me guard
the sheep, and often those who met me, touched with my
situation, gave me some money.
" One day a gentleman (M. de Puymorin) who passed by,
took pity on me, and made me go to his house, and gave me
food to eat and drink.
« Having then set out for Bourdeaux, he spoke of me to
M. Sicard, who consented to take charge of my education.
«< The gentleman wrote to my father, who showed me the
letter, but I could not read it.
" My parents and my neighbors told me what it con-
tained. They informed me that I was going to Bourdeaux.
They thought that I was going to be a cooper. My father
informed me that it was to learn to read and write.
L 337 ]
" I set out with him for Bourdeaux. When we had ar-
rived, we made a visit to M. Ahbe Sicard, and I found him
very thin.
" I began by forming the letters with the fingers : after
many days I knew how to write some words.
" In the space of three months, I knew how to write
many words; in six months I could write some phrases; in
a year I wrote pretty well.
" In a year and some months I wrote better, and could
answer some questions put to me.
" I was three years and six months with the Abbe Sicard,
when I went with him to Paris.
" In the space of four years I became as a speaking
being.
" I would have made greater progress, if a Deaf Mute
had not inspired me with great fear, which made me very
unhappy.
" A Deaf Mute, who had a friend a physician, told me
that those who had never been sick from their infancy would
never live to be old ; but those who had often been so would
live to be very old.
« Recollecting then, that I had never been sick since my
birth, I had a constant fear that I could not live to be old,
and that I should never be thirty-five, forty, forty-five, nor
fifty years old.
" My brothers and sisters, who had never been sick from
the time of their birth, were dead. My other brothers and
sisters, who had often been sick, were restored.
" From never having been sick, and the belief which fol-
lowed it that I could not live to be old, I would have studied
more ; I would have been very very knowing as those who
speak.
" If I had not known that Deaf person, I would not have
feared death, and I would always have been happy."
" It appears astonishing that we can write to Massieu.
and reason with him as with a man of the clearest uider-
Tt
I 338 ]
standing; but this will not surprise us, when we know that
Massieu is, perhaps, one of the profoundest men of the age.
The plainness, the precision, the sublimity of some of his
answers to questions the most unexpected, the most difficult,
and the most abstract, will enable us to judge of the tem-
per of his mind, and the sensibility of his heart.
" I asked him one day before many persons ; My dear
Massieu, before your instruction, what did you believe of
those who looked at each other, and moved their lips ?
" I believed, he replied, that they eoopressed their ideas.
" D. Why did you believe that ?
" B. Because I had observed that when persons had
spoken to my father concerning me, he threatened to punish
me for what I had done.
*i D. You believed then, that the movement of the lips
were a means of communicating ideas.
" B. Yes.
" D. Why did you not move your lips to communieate
your own ideas ?
" B. Because I had never sufficiently noticed the lips of
those who speak, and when I tried to speak they told me
my noise was bad. As they told me that my misfortune
was in my ears, I took some brandy and put it in my ears,
and stopped them up with cotton.
« D. Did you know what it was to hear ?
« B. Yes.
" D. How did you learn that ?
" B. A relation who could hear, and lived in the house,
told me that she saw with her ears, a person which she did
not see with her eyes, when he came to see my father.
« Persons who hear, see with their ears during the night,
those who walk.
** The nocturnal walk distinguishes persons and their
names to those who hear.
«« We see by the style of these answers, that I have been
umter the necessity of copying and preserving them exactly,
to transmit them to the public."
[ 339 ]
Nothing, without doubt, is more interesting to know,
than the early impressions of a Deaf Mute from birth ; but
how is this interest augmented, when it lias for its object
one of these unfortunates, who having arrived to a perfeet
state of civilization, contributes not only by his talents to
the glory of his master, but even to the school, where his
intellectual and moral faculties have been developed. Can
we not recognize the man who is sensible of his own dignity,
in this simple and natural recital which the pupil of the
Abbe Sicard has made himself, of the first sensations and
chagrins which he has experienced ? His vague reveries
while guarding the ilock entrusted to him ; his tears for an
ignorance, the consciousness of which he always carried
about him ; the inquiet and ambitious desire to overcome
the insurmountable barrier which nature had placed be-
tween his reason and the lights which it implored, did
they not all serve him as an impulse of that secret power
which directs a man into an active existence? As for the
rest, he appeared to us still more curious when we had
taken notice of these particulars, and learned from himself
what object presented itself to his view, and what sentiment
occupied his mind, during the religious act which paternal
piety exacted of him every morning. We knew him suffi-
ciently to foresee the power that imagination ought to have
upon his religious belief; which never being willing to in-
terrogate in vain, dares to believe all to consecrate to his
will, the enjoyments, the mysteries and the claims, and not
fear to bring forth fables when the reality escapes him. It
is thus in truth, that (Massieu) born with an ardent mind,
and without any point of support in the moral world, this
infant Deaf Mute, curious to penetrate the secrets of that
nature which animates and attracts his eyes under a thou-
sand forms, embraces a chimera in the absence of truth.
But we ought rather to pity than to accuse him, since in his
error he furnishes us himself, a new proof of innate religion
in the heart of man. The following is an abridged conver-
sation which was held with him on this subject.
[ :mo ]
Of what did you think, we asked him, when your father
made you fall upon your knees ? — Of heaven. — Willi what
intention did you make a prayer ? — In order to make it de-
scend by night upon the earth, to the end that the vegeta-
bles which I had planted should grow, and that the sick
should be restored to health. — "Was it these ideas, these
words, and these sentiments, which composed your prayer ?
It was the heart that made it. I did not know at that time,
either words or their meaning. — What did you experience
then in your heart ? — Joy, when I found that the plants and
the fruits grew ; pain, when I saw them injured by the hail,
and that my parents still continued sick.
At these last words of his answer, Massicu made many
signs which expressed his anger and threatening.
Is it thus you menace heaven, we demanded of him with
astonishment ? — Yes. — But with what motive ? — Because I
thought I should never be able to reach to attack and de-
stroy it, because it had caused all those disasters, and did
not cure my parents. — Was you not afraid to irritate, and
that it would punish you ? — I did not then know my good
master Sieard, and I was ignorant what heaven was ; it was
only a year after my education that I feared to be punished
by it. — Did you give a figure or form to this heaven ? — My
father had shown me a large statue in the church in my
country ; it represented an old man with a long beard ; he
held a globe in his hand ; I believed that he dwelt beyond
the sun. — Did you know who had made the ox, the horse,
&e? — No ; but I had much curiosity to see them born : I
often hid myself in the ditches to observe heaven descend
upon the earth for the growth of beings ; I wished very
much to see it. — What did you think when the Abbe Sieard
made you form for the first time, words with the letters ? —
I thought that the words were the images of the objects
which I saw around me ; I treasured them up in my memory
with a living ardor ; when I read the word God, and had
written it upon the black-board with a pencil, I looked at it
[ 341 ]
very often, for I believed that God caused death, and 1
feared it very much. — What idea had you of it then ? — I
thought that it was the cessation of motion, of sensation, of
exiling, of the tenderness of the skin and of the flesh Why
had >ou this idea ? — I had seen a dead body. — Did you think
you should always live ? — I believed that there was a celes-
tial earth, and that the body was eternal.
We do not think it necessary to give here any further de-
tail of the conversation with this pupil of the Abbe Sicard ;
it answers, as we have said, to make known the idea that
he now has of the true God; his acknowledgment for that
to which he owes so great a benefit, as to render homage
himself to the education which has raised the thick veil that
deprived him of so many consoling friths. It is without
doubt, one of the conquests the most precious of this method,
since he had to combat the errors so much cherished, as
they arose from the first inspiration of that innate senti-
ment of which we have spoken. We ought then, in order
to complete this triumph, not to be alarmed at the senti-
ment which appeared to justify these errors, but to oppose
with wisdom, the logic of truth to the seducing illusions of
a disordered imagination. This success was reserved for an
enlightened and pious instructor.
As many answers of this Deaf Mute, so justly celebrated
by his discoveries in the language of thought, have made a
noise in the world, we will relate here, many which make
better known his religious principles, and the justness of his
thoughts, by adding what we have often observed, that if the
question proposed does not offer a pointed interest, an an-
swer is only obtained the most common, as would be that
from an unlettered man ; and that if we wish to find him
such as his renown presents him, we must interrogate him
upon subjects of a certain depth.
A person asked him one day in a public assembly, what
difference he made between God and nature ? This was his
answer.
<• God is the first Maker, the Creator of all things. The
first beings were all drawn from his divine bosom. He has
[ 342 ]
said to the first, you shall be second ,• his wishes are laws ;
these laws are nature."
A woman of our acquaintance said to him one day, that
she compared Providence to a good mother.
" The mother, said he, only takes care of her own chil-
dren, whilst Providence takes care of all beings."
These are the answers which he gave to the following
questions.
What is virtue, God, and eternity ?
" Virtue, said he, is the invisible, which holds the reins
of the visible."
" God is the necessary being, the sun of eternity, the
clock-maker of nature, the mechanist of the universe, and
the soul of the world."
" Eternity is a day without an yesterday or to-morrow."
We desired to know what he understood by a sense ?
" A sense, said he, is an idea carrier.**
Some persons wishing to embarrass him, asked him, what
is hearing?
" It is the auricular sight."
A few days ago we asked him if he made any distinction
between a conqueror and a hero ? Without hesitation he
wrote upon the slate as follows :
" Arms and soldiers make the conqueror. Courage of
the heart makes the hero. Julius Csesar was the hero of
the Romans. Napoleon is the hero of Europe."
At the public exercise of 25th April, 1808, he was asked,
what is hope ? and he immediately answered,
« It is the flower of happiness."
We will terminate by an answer which, though well
known, appears to us t« deserve a place in this notiee.
His master asked, him one day, what is gratitude? He
immediately answered, as if by inspiration,
" Gratitude is the memory of the heart."
A grand thought, and which could only come from the
heart.
V C
[ 343 ]
No. 4.
J. R. pereyra's claim to notice as a teacher of the
DEAF AND DUMB.
We are indebted to I. Alvares Deleon, professor of the
French and Spanish Languages, late of Philadelphia, but
now of Hyde Park, Dutchess County, of the State of
New-York, for the following translations from a memoir of
Mr. Pereyra, on the subject of instructing the Deaf and
Dumb, &c.
ON THE DEAF AND DUMB.
«« The following are vouchers which plainly show, and
incontrovertibly prove, that neither father Vanin, nor the
Abbe Deschamps, nor the Abbe de L'Epee, nor the Abbe
St. Sernin, nor the Abbe Sicard, nor any of the learned
men of illustrious France, have been the first professors or
founders of schools for the Deaf and Dumb, but that it is to
Mr. J. R. Pereyra, a Spanish Jew, that France, and suc-
cessively, all the States of Europe, and now America, are
indebted for the ingenious, valuable and sublime art, which
in a very high degree, restores insignificant, forlorn, and
unfortunate beings to the human kind, between which and
the brutes, they until then had been looked upon by the
generality of men, as belonging to an intermediate class.
Some instances, however, seem to have really existed, of
certain Deaf Mutes having been rendered capable, in the
15th, 16th and 17th centuries, through the skilful and phi-
lanthropic exertions of a few enlightened men, to carry on
conversations with their fellow beings, either with the help
of certain arbitrary signs, or in an audible and distinct pro-
lation ; but says the celebrated Mr. Lecat, in his Treatise of
the Senses, '" no other than Mr. Pereyra has carried to a
higher degree of success, the art of correcting the physical
defects of the Deaf and Dumb : not only he makes them
read and write, but what is yet more wonderful, he enables
them to speak, converse and discourse, with a stock of
knowledge almost equal to that of other men." The ooh-
[ 344
, . ..
elusion of his pertinent, able, curious and philosophical dis-
sertation, runs in these words. It must he confessed that for
that alone, he deserves to be ranked icith those who hare the
best merited the suffrages of the public, the gratitude of man-
kind, and the encouragement of all the potentates."
Now I will introduce Mr. Pereyra to the reader's ac-
quaintance, through the following documents, which cannot
fail to fill them with admiration and respect towards him.
" JL Memoir read by Mr. rcreyra, at the sitting of the Royal
Academy of Sciences, on the llf/i of June, 17i9.'^
" Gentlemen,
" Notwithstanding the flattering encomiums that
the learned academy of Caen, and a number of enlightened
persons have so generously lavished on my method of teach-
ing the Deaf and Dumb how to speak and reason, nothing
could deter my mind from deserving the approbation of a
company who, through the august protection of the greatest
of monarchs, and the vast learning of the members that
compose it, so worthily makes the admiration and the most
solid ornament of France, of Europe, and the universe. It
is with so flattering a view that I now come, gentlemen, to
beseech you to examine the effects which my cares and
exertions have produced in Mr. d'Azy d'Etavigny, whom
I have the honor of introducing to you. His actual pro-
ficiency will afford sufficient matter to your penetration, for
passing a decisive judgment on all the advantages that tho
Deaf and Dumb must expect from my art. I have formed
on this subject a memoir containing, moreover, some re-
marks which arc relative to it; be pleased, gentlemen, to
hear the perusal of it.
" This young Deaf Mute distinctly pronounces, though
yet very slowly, the letters, syllables and words, let them
be written to him, or be shown him by signs. He from his
own accord, answers verbally or in writing, to the familiar
questions put to him. He often proposes questions himself,
and he acts agreeably to what he is desired to do, if he is
spoken to in writing, or with the manual alphabet, of which
I 4
i%
4
>
asfei" makes i
^ 341 ] *
his master makes use with him, no other sign being re- £
quired to indicate what lie is requested to do. By the
means of his tongue he demands things which he daily jf
stands in need of. lie recites by heart the decalogue and g
sundry prayers, and pertinently answers several catecheti-
cal questions. In grammar lie gives to each noun its pro-
per article, seldom mist; ki.ig them ; he has some faint
knowledge ofyflTvaluc of cases, as well as of the pronouns ^f
most commonly used. As to the verbs, he no^only knows V
how to conjugate them when they arc regular, but he more-
over names the person they ask him separately, in what-
ever numbcr^tenseand mood it may be ; he yet is far more
acquainted with (he use of the indicative. He is also pretty
well conversaut with the most common and familiar expres-
sions of both the other parts of speech and syntax, never
applying for instance an adjective in the feminine gender
a substantive masculine, nor a plural to a singular. It
very seldom happens that he commits any mistakes in the
tenses, numbers and persons of the verbs which he uses in
expressions, especially if it is in the indicative mood he is
to employ them ; he already avoids a deal of repetitions,
often using pronouns and relative articles; he* observes •
tolerably certain orthographical rules; moreover it is to be # •
noticed: ,. t -Jfc %* «
^V^st. That if in every one of the above particulars,
blunders have been committed in writing, he generally takes
notice thereof; nay, makes corrections as soon as he js
allowed so to do. p, ^
" 2dly. He alters and modifies his utterance several ways, ?
speaking loud or low as he is requested ; he imitates by the
sound of his voice, those differences that au observable in
interrogation, praying or command ; and although the let-
ters, especially the vowels, arc susceptible of divers pronun-
tciations in French, none of them being made an exception
thereto, and becoming mute ou some occasions, nevertheless
Mr. d'Ktavigiiy does not fall in giving them their proper
value: if he" makes aBj mistake, it is only in words he is
->f
^f. I iiQ ]
fthe
^acquainted with. In arithmetic he is master of the four
'l rules; the two first by fractions, and numbers verbally any
*^ sum proposed to^Jim in ciphers. In geography, he distin-
gujfees on the map the four quarters of the world, the prin- ii
cipifl kingdoms m Europe, of which he names the capitals;
* his acquaintance with France embraces the provinces and
the most remarkable cities; his mind is also enriched with
some information that might be referred to chronology, as
the division he makes of the year, of the months and the
veck ; to history, as the creation of the world, which he re-
cites ; nay, to some more abstract sciences ; but it would be
a hard task to give a just estimate in writing of all such
particulars. 4 A JL?ijk
" Mr. Azy d'Etavigny is 19 years of age. Pereyra began
his instruction in the College of the Duke of Orleans at
Beaumont, in Auge, in Normandy, on the 13th July, 1746.
ILe had the honor, four months after, to introduce him to
the Academy of Belles Leltres of Caen, where the Bishop
of Bayeux presided as the protector, that he should be
examined on his progress, which was already considerable
enough in point of pronunciation, seeing the little time
Pereyra had instructed him. He was obliged to part with
his disciple in the beginning of the month of May, 1747,
when he possessed the right understanding of about 1300
words, and could read and pronounce distinctly.* Pe-
reyra could not resume his instructions before the 15th oi
February, 1748. He found his pronunciation, for want of
constant practice under his direction, extremely vicious,
and very little intelligible, so that it might boldly be asserted,
that considering the time required to correct it, all that Mr.
d'Etavigny knows at present, has been the work of the time
elapsed from the last epoch, that is, sixteen months.
" Besides a slowness, an extreme harshness in that young
man's pronunciation is also observable; it arises in particu-
9 % *
* All these particulars are minutely recorded in the following paper>
of 1747 ; namely, Journal des Savante, for July ; Mercure de Frauce, foi
August ; Journal de Verdun, for Norember, &c.
* •
s%
?•
lav irom the vices contracted during the ten month's inteW fi
ruption it had undergone ; but particularly from the stiff-
ness of his organs, which had lost a great deal of their
natural pliableness when Pereyra began to put them in
motion, his pupil being then 16 years old. It may there-
fore be inferred, that these defects will considerably lessen
in proportion as he goes on under his muster's care, to make
use of speech ; for doubtless the parts by which it is framed,
will acquire thereby, both more suppleness and agility, arti-
culation consequently becoming to him easier and more
regular."
" It will be seen by this memoir, that the views of Pe-
reyra in the instruction of the Deaf and Dumb, go to the
teaching them how to pronounce all the words of the
French language, or of any other tongue, provided they
have learned them already; but what is more, and this is
the main point of the instruction, they are to understand
the sense of those words, and convey through them, cither
verbally or in writing, all their thoughts in the same man-
ner as others do, which consequently* will enable them to
7* y& ^r *9^
learn and exercise like other persons, any art or science
whatever, with the exception only with respect to practice
of the things for which the sense of hearing is indispensibly
necessary. Pereyra teaches them also arithmetic, and can
give them commercial and mathematical knowledge."
It is easily conceived that for speaking to pupils, the use
of writing or ordinary signs are necessary. Although this
last means always carries with it something confused or
ambiguous, it is nevertheless plain, that the verbal interro-
gations the Deaf and Dumb will be obliged to make, to get
the thorough understanding of what will be told them, will
obviate that defect in a sufficient manner.
Besides this means ofspcaking to them, Pereyra employs
a third one, which has the advantage of being as expressive
as the first, more becoming than the second, and easier
than both. It is a manual alphabet he has learned in
Spain, but which he has been at the trouble of considerably
* .V V' > v ♦ *2
# •
r W
* ?*■*•;•' '*• v .*'
ff
•
augmenting and perfecting, in order to fit it to the correctly
speaking French. He makes use of it with such a spcedi-
ness as to make it resemble more the nimblencss of the
tongue than the slo\vness<of the pen. This alphabet is
comprised in the fingers of a single hand, which is jet sufti-
cient to Pereyra to express in figures all sorts of sums, and
to teach his pupils still more easily and safely than by the
usual methods of the four rules of arithmetic.
These are not the only resources which may effectually
alleviate the misfortune of Deafness in Pereyra's pupils :
they will moreovir understand by the motions of the lips,
eyes, head, hands, ecc. of the persons who will communicate
with them, whatever it is wished to impart to them. This
way of apprehension requires still a considerable study,
particularly if the pcrsons*speaking are not well known to
the Deaf Mutes who will make themselves understood; and
if the discourse held with them differs much from familiar
questions and conversations, yet it will always be of some
utility to them, as it is susceptible of being perfected in
process of time, both by their penetration and practice.
* CONCLUSION. «4j^, * \
_" It would be tfl||Kesspass on your compliance, gentle-
men, were I to expatiate here on numerous observations I
could make on the purpose of this memoir : however, I
entertain the hope they will be disclosed to you another
time, and that it will be more convenient for me to acquaint
you with them in proportion as my pupil's proficiency will
he submitted to you, and that you will deign to continue the ♦«/
honor of your attention upon every one of those observa-
tions in a particular manner."
Read by Mr. Pereyra at the Academy, on the 11th .1 une,
4
1749.
J'
Extract of the Registers of the Royal Jlcademy of Sciences.
-^J - ft | Paris, July 9th, 1749.
«« We have seen, in pursuance of the Academy's order,
a memoir that Mr. Pereyra has read at the assembly on the
v Vr*!« ■■••••
{
•
1llh ol last month, upon the effects of his ait for teaching
the Deaf and Dumb how to speak, and we consequently
have16*amiued, in a particular manner, what he therein *
* slates about Mr. d'Azy d'Etavigny, his pupil, Deaf and
Dumb from his birth. *. ^»
<£lt is not from this day that the possibility of so carious *m
and useful an art is confirmed by experience. Mr. Wallis,
in England, and Mr. Amman, in Holland, ha£prattise<l it #-
9 wilh success in the last century. These two learned men's
works are known to every Hbdy. It appears #om tlieu^ . *
testimony, that a certain clergyman had exercised himself
in it before them. Emanuel Ramirez de Cortona and Peter
• de Castro, both Spaniards, had likewise treated this matter
before them, and we make no doubt that other authors hare
also written and given to the public, some methods on this
art; but the instance of Mr. d'Etavigny, is the first and
only tfke of which we have any knoivleSge. .
had already made some such
undertook in Normandy, on
ed by Mr. Pereyra, that he bjf^jreajljynAle some sflfch
essays with success ; that Jie u
fT^stri
Deaf and UflfK then aged sixteen ; that in a few days he
taught him how to articulate some wards, such as papa,
«' It may be seen by the memoir and certifii
(luce
cssai
the 13th July, 1746, the instruction of that young man,
hat
wor<
maman, chateau, madame, chapeau ; that in November fol-
lowing, he presented him to the Academy of Belles Lettres
of Caen, by whom it was found he actually could distinctly
pronounce a great number of words ; that Mr. Pereyra was
obliged to quit him in the beginning of May, 17+7, at a
time when he got the intelligence of thirteen hundred words,
and could read and articulate tolerably; that he resumed
his pupil's instruction on the 15th February, 17*8, and that
he saw himself obliged, owing to some defects that had
• crept into his pronunciation during that interval, to begin
anew his instruction, whieh reasonably leads Mr. Pereyra to
think that the young man's attainments must be esteemed
^ the work of sixteen months. t ^-^^ *<> *
<£#..
1 .•.»**fUf •» l :,»
I. 350 J
*•' With respect to the actual proficiency of Mr. d'Azj
d'Etavigny, although what we have seen of it appears to
us sufficient to judge of the same, our duty,jievertKeless,
actuates us to discourse on this particular, in a minute and
circumstantial manner."
■
k* Here follows an analysis of Mr. Pereyra's memoir, and
the conclusion of this analysis runs thus:
" We find that Mr. d'Etavigny's progress, attained in so
short a time, quite sufficiently proves the goodness of the
method used hy Mr. Percyra in his instruction, and demon-
strates the singularity of his talent for practising it, as also
that there is much room to expect, that by such means the
9
Deaf and Dumb will be able not only to pronounce and
read all sorts of words, and comprehend the value of those
which designate visible things, but that t^ey will be made
capable of acquiring the abstract and general notions they
stand in need of, will become sociable, able to reason and
act in the same manner as such persons do who have lost
their hearing, after having attained the age of reason. As
there have been seen a kind of deaf persons who could
understand by the motions of the lips, what people wanted
to say to them, we unhesitatingly believe that Mr. Pereyra
eould succeed in endowing his pupils with such a facility,
by adding to it the instructions he mentions in his memoir.
« We also think that the manual alphabet of Mr. Pereyra,
for which he only employs a single hand, will become, if'
rendered public, so much the more commodious for his
pupils, and for those who will be wishing to hold a converse
with them, as it appears extremely simple and expeditious,
consequently easy to be acquired and to be used.
« We therefore judge that the art of teaching to read and
speak, the Deaf and Dumb, such as Mr. Pereyra practises
it, is extremely ingenious ; that his usage much interests
the public good, and that no exertions ought to be spared to
induce Mr. Pereyra to cultivate and perpetuate it.
(Signed) D'ARTOUS DE MAIRAN,
B1JFFON,
* M FERREIN."
>
I 3ft J
j* Letters published in Bourdeaux, in IS Echo du Commerce,
- g in 1806. f
I beg, Sir, you would lie pleased to insert in your interest-
ing paper, a faint notice of one of the least honored, and yet
most honorable of our fellow citizens,.
*
4
Extract from the Mercury, for March, 1750.
LETTER OF MR. PEBEYRA TO MR. REMOXD DE ST. ALBIXE.
I ni^ft sincerely thank you, Sir, for having imparted the
honor I had on the 7th and 8th January last, of being intro-
duced, with my pupil, to the King, the Dauphin, and the
Princesses"of France, by the Duke de Chaulnes, president
of the Royal Academy of Sciences. However, the brevity
of your narrative induces me to think that you have been
but very lightly instructed in that respect, which obliges
me to desire you to make public the two following particu-
lars, which surely reflect too much honor upon me, that I
should give them up to oblivion. The first is, that the
curiosity of hearing a Deaf Mute speak, having impelled
his majesty to pgrmit Mr. d'Etavigny, my pupil, to appear
before him on tflfl 7th January, he deigned, as well as the
Dauphin, to hear him with an admirable benignity, for about
three quarters of an hour: the second is. that on the next day,
I was again sent for, according to the king's command, &c.
(Signed) PEREYRA.
In order to acquaint the reader with the late prevailing
opinion in France, respecting the first real professor of the
sublime art of teaching the Deaf and Dumb how to com-
municate their thoughts, through a clear, distinct and per-
fect prolation, and set forever at rest, any pretended doubts
in regard to the same, now or hereafter started by any
ignorant or uncandid set of men, partisans of the Abbots de
L'Epee and Sicard, the following extracts of Ie«ter9 pub-
lished in Bourdeaux, in 1806, will afford additional infor-
mation on the subject, by throwing thereon the brightest
and most refulgent light.
** ♦ F 3^2
»♦§
Endowed by nature with a genius and with talents pre-
cious to mankind, he deserves a place among the greatest
men who have honored our dear country, our native oily !
He has not less claims than thevto the justest celebrity !
• J. rlodrigues Pereyra^i Jew, from Bourdeaux, of Spanish
origin, was the inventor of the preetous and beneficent in-
,' stitution of, the Deaf and Dumb. lie founded (he first pub-
lic and gratuitous school of the same in Bourdeaux (in my
father's house, Augustine-street) towards the middle of the
last century, and a few years after, transferred it to Paris.
Being then presented to Lewis the XVth, a friend and p.o-
teetor of the arts, particularly of those that are essentially
^ useful, he met with the most favorable and most distin-
guished reception, as well as the most flattering encourage-
ment and eulogies. Nay, this monarch deigned to honor him
^ -With often admitting him at his table: a truth certified in
the accounts thereof inserted in the newspapers of those
days.
Shall I here dare loudly to say, Sir, what I think on the
subject? *The unjust destiny of Rodrigues Percy ra, com-
Jp % pared with the good luck and eclat of the Abbots de L'Epee
and Sicard, so justly celebrated, reminds me of another yet
more unfortunate and unjust. The greatest and most in-
trepid of navigators, the Genoese, Christopher Columbus,
first discovers a new world, and it is the luckiest of his suc-
cessors, the Florentine, Americ Vespucio, who gives it his
name forever ! Sic vos non vobis !
The same happens in all countries, and at all times.
t ♦ ft * JViZ sub sole novum.
* (Signed) L'lIOSPITAL.
* Bourdeaux, PluviUse (Feb.) 1806.
• ■ ^ t • I
*
Letter of Mr. Pereyra* to Mr. L 9 Hospital.
* Sir, — In claiming for my father's memory, the Jionor of
the invention of the art which Messrs. de L'Epee and Sicard
i t « ^ _ ,
* Mr/Pereyra, the writer of the above letter, was the only son of J.
Rodrigues Pereyra. He lifed in Bourdeaux, and died ill the year 1806.
at the age of thirty-five years, of a broken heart.
*
[ 353 ]
have exercised after him, you have accomplished an act of
justice. A thousand thanks to you for it !— Such a task re-
quired courage : you have the merit, Sir, of having under-
taken it. Allow me, however, to observe to you, that the
testimony borne to my father's talents and glory is beneath
reality. You have doubtless been ignorant of the success
he obtained at Paris in that sublime art, so important to
mankind. The writings of that time have vouched for the
existence of the same, marking the place of my father in
the first rank. His method for the beneficent institution of
the Deaf and Dumb, differed from that of Messrs. de L'Epce
and Sicard. Those skilful professors have undoubtedly
evinced great talents ; but they have not attained that de-
gree of perfection which my father had attained ,• they have
not, like him, caused their pupils to speak.
Notwithstanding such authentic facts, several of your
readers have started some doubts as to the legitimacy of
your reclamation. I pardon such an error in those who are
not acquainted with the testimonies I am to produce. Ne-
vertheless, I hope I will be able to set right, without much
exertions, the most obstinate sceptic, when I have published
the historical memoir with which I am actually occupied.
This memoir will contain nothing but facts, extracted from
the works of Buftbn, Mairan, Lecat, Dumarsais, J. J.
Rousseau, Bougainville, St. Foix, the History of the Aca-
demy of Sciences for many years, &c. I will explain in this
work, the motives which have induced me hitherto to be si-
lent on the subject — motives, however, easy to be guessed at.
Accept, Sir, the tribute of my gratitude, and the homage
of my affectionate sentiments.
(Signed) J. D. J. PEREYRA.
Bourdeaux, 28th Pluvoise, (Feb.) 1806.
The preceding letters were printed simultaneously with
others written by gentlemen of high standing in the repub-
lic of letters at Bourdeaux j all which irrefragibly prove,
V v
t 334 j
that no man in France, either heforc or after Mr. Pereyra's
time, was ever capahle of making the Deaf and Dumh speak,
or discourse in a correct and audible manner, that art hav-
ing been wholly and exclusively possessed by Mr. Pereyra,
as an invaluable gift of a kind, bounteous, and divine Pro-
vidence.
To the preceding documents and vouchers, so completely
and satisfactorily evidencing the miracles operated by such
a highly precious art, I will only subjoin a judgment passed
on the same, by a most able, competent, and impartial
judge,* with which I will conclude this brief notice of Mr.
Pereyra's skill in the sublime science in question.
" The habit we are in (says the Abbe Deschamps) of
hearing it said that the Deaf and Dumb cannot speak, be-
cause they cannot hear — the immense time that has elapsed
before it was thought their unfortunate state might be alle-
viated by a proper education — are the real causes which
often prove a hindrance to our crediting truths announced to
us respecting this subject. Nevertheless, the astonishing
prodigies worked by Mr. Pereyra, are speaking testimonies
of it. The public papers resound with well-deserved praises
of Mr. Pereyra. The Academy of Sciences, that Society so
well known for the vast extent of the learning of its mem-
bers, has thrice recorded in its annals the just trihutes such
an illustrious institutor was entitled to receive. The learn-
ed naturalist BufFon, sheds upon Mr. Pereyra's labours the
glory due to him. Mr. Lecat, in his tract on Sensations,
joins with those great men in applauding the success and the
superior talents of the learned Jew. The present generation
earnestly confirms those authentic testimonies borne to me-
rit, and future generations will envy us the good luck of
having possessed him. His name will be handed down to
the remotest posterity. He has indeed acquired immor-
tality," &c. &c.
* Education des sourds-muets, par L'Abbe Deschamps.
[ 355 ]
The preceding compilation, translated from the original,
on the learned, worthy, and illustrious J. R. Pereyra, is
made by his obscure, humble, and admiring nephew,
J. A. DELEON.
No. 5.
EXPLANATION OF THE MAP OF THE EAR.
The car is the organ of hearing, and when its parts be-
come deranged, injured, or diseased, deafness ensues, and
the person so affected becomes mute, or in common accepta-
tion Dumb. Under such circumstances, the unfortunate
person loses that correspondence or sympathetic associ-
ation which exists between the organs of hearing and speech,
whereby the latter are rendered inactive and silent. The
sound of the human voice, when perfect, consists of modu-
lated tones ; to produce which, the person speaking must
hear, in order to vary the tones and produce harmonious
articulation. Hence we find, that a deaf person does not
speak, because he cannot hear ; and although it is very pos-
sible he may be taught to speak by imitation, yet the voice
is monotonous or inharmonious for want of the ear to regu-
late it. Thus it would appear, that hearing is absolutely
necessary to smooth and harmonious articulation, but not to
simple utterance or speech, since practice has confirmed the
belief, that in most cases the Deaf and Dumb may be learn-
ed to speak.
The organ of hearing is so essential, and withal so deli-
cate, that it is strongly protected in a hard and bony case ;
but notwithstanding it is well shielded from external injury,
accidents will reach and disease assail it. Hence in every
society of human beings, there will be Deaf Mutes. They
are more numerous than most people imagine. But if we
consider the causes which operate in producing this unfortu-
nate condition, the surprise excited by the fact wiU mode-
rate by the inquiry.
[ 356 ]
Human nature is frail, and at all times subject to acci-
dent, disease, and death. Thus •« in the midst of life we arc
in death." Instead of being surprised at this, we should ra-
ther exclaim with the Psalmist,
" Strange that a harp of thousand strings
Should keep in tune so long."
We should be led to these reflections upon examining the
structure and delicacy of the organ of hearing, as display-
ed in the annexed map of the human ear, and hence not
wonder at the numerous causes which affect this organ and
produce deafness.
Deafness is sometimes connate, and generally supposed in
such cases to proceed from original defect, or malconforma-
tion of the ear. These cases are numerous, and thought to
be irremediable. But it is doubtful whether some of them
do not happen from causes at or subsequent to birth, and
before the infant acquires the use of its voeal organs. If
such should be the case, there may be some prospect of re-
lief; and this opinion is strengthened by observations on
some of the Deaf and Dumb pupils of this Institution, which
now exceed fifty.
The numerous ills which " flesh is heir to," and the va-
rious accidents of life, may fall upon the organ of hearing.
Concussion of the brain, blows on the head, fractures of the
bone, may produce deafness ; and if they happen in early
age, the child becomes Dumb, or is ever after a Mule. Even
though it had begun to speak, it soon ceases to exercise the
organs of speech, as all things around are wrapped in pro-
found silence. Extraneous substances lodged within the
passage to the ear, also occasion distress and deafness ; and
the natural secretion of wax within the ear, when accumu-
lated, often operates as an extraneous body. Insects may
penetrate the ear and destroy the hearing.
The most fruitful source of deafness, however, arises after
birth; from the various diseases to which the human frame
[ 357 ]
is subject. Fevers and inflammation are the most common.
Measles, scarlet fever, small-pox, inflammations in the
throat, tonsils, nose, and the ears themselves, are often the
operating causes ; and though they frequently impair the
organs of hearing beyond the possibility of recovery, yet we
know that all are not beyond the power of relief.
With age comes infirmity, and deafness often warns us of
approaching dissolution. Though the deafness of age does
not produce dumbness as in children, yet it is distressing to
all social beings, and generally produces silcn<e and reserve.
It has in all grown persons a marked effect upon the speech,
in producing a low and monotonous voice. Deafness from
age is the least likely to be removed by curative means.
The Directors of the New-York Institution for instruct-
ing the Deaf and Dumb, in their attention to this subject had
two distinct objects in view. The first was, to instruct them
where deafness had become confirmed in childhood, and it
was impossible to have them taught in the usual way ; and
the second was, to have such attention paid to the organs of
hearing, as to give the pupils every chance of restoration.
They have accordingly appointed a Physician to attend to
their ordinary sickness, and do what may be safely done for
restoring them to the enjoyment of the human voice and of
human society. Called upon in that capacity, the Physician
to the Institution gives the following explanation of the an-
nexed Engraving of the Ear.
It is an enlarged view of the organ of hearing and its
appendages, which may be divided into their external and
internal par(s. The external parts are, the auricle, the mea-
tus audiiorius, and the Eustachian tube. The internal are,
the tympanum, with its membrane and bones, and the laby-
rinth, with its foramina, membranes, and cavities.
The auricle or external ear, collects the vibrations of
sound. These are compressed at the concha, or commence-
ment of the auditory passage, whieh is somewhat funnel
shaped, from whence they pass through the meatus audito-
rius to (he membrana tympani, commonly culled the dun
of the ear, behind which lies the proper oi^an of hearing.
The Eustachian tube is a narrow passage* with a trumpet.
like opening, commencing in the pharynx or back part of
the mouth, a little above the lower passage of the nose, and
passing obliquely upwards to the internal ear. Hearing is
increased by the passage of sounds through the Eustachian
tube ; and hence a person iutent upon hearing, not only-
stands auribus ercclis, (with pricked up ears,) but opens his
mouth, to receive the strongest impression. The meatus
auditorius and Eustachian tube are both laid open in the
above map, to show their cavities. The cerumen, or wax of
the ear, is secreted from small glands in the auditory pas-
sages.
The Eustachian tube opens into the tympanum, or ca-
vity of the internal ear. This cavity is separated from the
meatus auditorius by means of the membruna lyjnpani, or
drum of the ear, which is stretched across the passage. The
cavity of the tympanum contains four small bones, which are
not the least curious of the wonderful structure of this or-
gan. The malleus is attached to the membrane of the tym-
panum, and with its muscles produce a tension or relaxation
of that membrane. Articulated with the malleus at its up-
per extremity is another small bone, of a similar shape,
called the incus. To the small end of the incus is attached
a very small bone, nearly round, and from its shape denomi-
nated os orbiculare. The fourth bone is the stapes, or stir-
rup, with one end united to the os orbiculare, and the other
to the foramen ovale, by means of a membranous lining.
The stapes is situated transversely to the cavity of the tym-
panum, and from its slight attachment to the neighbouring
parts, sometimes from disease falls into the Eustachian tube,
and is discharged by the mouth.
The labyrinth of the internal ear is so called from its
intricate winding passages, through which sounds are re-
flected, and their effect increased. It consists of the vesti-
[ 359 j
bule, with its three semi-circular canals, and the spiral cavi-
ties of the cochlea. Within the cavity of the tympanum are
two foramina, which lead to the different parts of the laby-
rinth. The foramen rolundum communicates with the
lower range of the cochlea, bi't is closed hy a fine membrane
ahout the middle of the passage ; so that the external air
which passes through the Eustachian tuhr into the tympa-
num, does not reach the cavities of the labyrinth. The fo-
ramen ovale is also protected hy a memhrane, and the bot-
tom of the stapes covers it. At the top of the tympanum is
a broad and short passage leading to the mastoid cells, which
are thought to assist hearing by forming a kind of echo.
The vestibule is a cavity situated behind the foramen ovale,
and almost round. It is covered with a membranous lining,
filled with numerous blood vessels. The three semi-circu-
lar canals diverge from the vestibule, and arc filled with a
peculiar fluid. There are eight small foramina or openings
belonging to the vestibule : five of them communicate with
different parts of the semi-circular canals, one leads to the
upper range of the cochlea, and two serve for the transmis-
sion of nerves, which branch from the portio mollis, or soft
portion of the auditory nerve.
The cochlea is opposite to the semi-circular canals. It
is so called from its resemblance to the internal spiral con-
tortions of a snail shell, and is divided into two parts, an up-
per and a lower range. There is a small foramen or open-
ing from the vestibule into the upper range, and another
from the foramen rotundum into the lower range, thus con-
necting the different parts of the labyrinth together.
The nerves which originate from the brain, pass in pairs
to the different organs which they influence. The seventh
pair are the auditory nerves, particularly so called, and are
divided as they pass from the brain into two portions. The
largest and uppermost is called the porlio mollis, or soft por-
tion of the auditory nerve, and is considered as the nerve
particularly belonging to and influencing the organ of hear
[ 300 ]
ing. The distribution of its branches to the minutest fila-
ments, is confined to the labyrinth, its vestibule, cochlea,
and semi-circular canals. The portio dura, or hard portion
of the auditory nerve, is distributed to the meatus auditorius,
and other parts of the ear.
The membrane, or drum of the ear, is supplied with
nervous energy from the chorda tympani, which passes over
the membrane like the chord at the bottom of a drum, and
has its origin from a branch of the fifth pair of nerves which
supply the organs of speech. After crossing the drum of
the ear, the chorda tympani unites with the portio dura of
the auditory nerve, and thus by its association forming that
necessary correspondence between the organs of hearing and
of speech.
There are, moreover, blood vessels which distribute
their branches to the different parts of the ear, and supply
it with that necessary fluid, to promote warmth and secre-
tion. When the organs of hearing become diseased, the
pulsation of the arteries sometimes causes distressing noises
in the head, which are difficult to be removed.
The very extraordinary and delicate structure of the
organ of hearing is secured in a cavity of the temporal bone,
called the petrous, or rocky portion, on account of its com-
parative hardness. It would thus appear to be a very essen-
tial organ, as it is more securely protected than the brain
itself. How thankful should we be who enjoy our hearing
in perfection, and participate in that divine blessing ! espe-
cially when we see so many around us, whose hearing is so
impaired as to render them mute, and totally incapable of
restoration.
-j_i_ iram: iii' n— ! n |— r-
Maseoiticam/xj
x/tipes Foramen ivit/r .
Os ordicaJare,. ,^_^ ircular cantdr.
VeetibuU.
[ 361 ]
No. 6.
OBSERVATION'S AND CORRESPONDENCE ON THE NATURE AND
CURE OF DEAFNESS, AND OTHER DISEASES OF THE EARS.
Dr. Samuel Akerly, Physician to the New-York Insti-
tution for the Instruction of the Deaf and Dumb, may be
consulted in eases of Deafness and other diseases of the
Ears, at his residence, No. 72 Chatham-street, New- York.
Having paid particular attention to the cure of Deafness
and diseases of the Ears, he is enabled, from his knowledge
of the anatomy and structure of the Human Ear, to give
satisfactory explanations of the various affections of that de-
licate organ, which requires to be treated with care and
nicety, and occasionally to be strengthened by constitutional
as well as local remedies. A powerful incentive to have
more attention paid to the organ of hearing than has here-
tofore been the case, arises from the fact, that all the Deaf
and Dumb were not born so, many becoming Deaf from
sickness and diseases of the Ears, and Dumbness being the
necessary consequence.
The following are some of the affections to which the
Ears are liable, all of which have a tendency to produce
Deafness — viz.
1. Inflammation in the Eustachian Tubes, or inner pas-
sages to the Ears.
2. Obstructions in the Eustachian Tubes.
3. Inflammation in the Meatus Auditorius, or outer pas-
sage of the Ear.
4. Obstructions in the outer passage, from hardened wax,
or thickened matter, &c.
5. Abscesses in the Tympanum.
6. Abscesses in the Meatus Auditorius.
7. A morbid or bad secretion of wax in the Ears.
8. A diminished secretion of wax.
9. A want of secretion, or dryness in the Ears.
10. Ulcerations and a discharge of matter from the Ears*
11. Fungous Excrescences in the Ear.
Ww
L M2 J
12. Foreigu substances in the Ear, as peas, beans, shells,
paper, &c. pressed in by children.
13. Insects in the Ear, as worms, bugs, flies, ticks, and
other insects, which creep in while the person is asleep.
1+. Noises of various kinds in the head.
15. Ear-Ache accompanying some of the foregoing affec-
tions.
These numerous diseases of the Ear require a treatment
as different as they are various, and as nice a discrimination
as any other class of diseases to which the human frame is
subject. It must therefore be evident, that no single remedy
or nostrum is applicable to diseases where their causes,
symptoms, and effects, are so diversified ; as may be well
imagined, by examining the annexed Diagram, or Map of
the Human Ear, upon an enlarged scale.
Dr. Akerly has found by experience, that Deafness from
hardened or accumulated wax in the Ears, is easier cured
than running of matter from the Ears, and the latter more
so than nervous Deafness : but be has been enabled to afford
relief in cases of these three principal divisions of diseases
of the organs of hearing. He has cases in reserve, for some
future publication, on the Diseases of the Ear. In the mean-
time, he refers to Mr. Henry Remsen, Captain John Rooke,
Mr. Isaac Pierson, Mr. John Franklin, Mr. John Slidcll,
Mr. Henry Post. jun. Mr. Ithamer Osborn, and others, who
have had their children or themselves relieved of affections
of the Ear.
The following extracts from the Reports to the Legisla-
ture, will show what has been the result of attention to one
of the Deaf and Dumb pupils at the New-York Institution.
Extract from the Report to (he Legislature of New-Fork?
made ist of January, 1820.
« James Maddock, of Peterboro, Madison County, New-
York, is 8 years old, and was received into this Institution
in May, 18 '9. His deafness was caused by sickness at four
months old, followed by fits. At the age of 20 months, he
[ 363 ]
appeared to be totally deaf. Sometimes, however, his hear-
ing would in a measure return ; and he had been taught to
speak a number of words, which were uttered in a low mo-
notonous tone. These periods, however, were so seldom and
so short, that his parents found it impossible to impart to
him the rudiments of learning in the ordinary way, and ac-
cordingly sent him to this Institution.
" He has been under the operation of remedies for tea
weeks, since which his hearing has been quickened and very
much improved. During this time he has been practised in
elocution, by Mr. Horace Loof borrow, who is very sensible
of the boy's improvement. His ears were at first in a dull
and torpid state. There was no secretion in one, and the
other was filled with black indurated cerumen. The secre-
tion is now improving and much more natural. He speaks
audibly and distinctly bis letters and single words. Mr.
Roger Maddock, on a late visit to New York, was much
gratified with his son's improvement in hearing and speech,
which was very evident to him.
« There appears to be no radical defect in the organ of
hearing, nor want of energy in the auditory nerves. There
is nothing to obviate, but a tendency in the external passage
to the ears to relapse into a morbid state of secretion. By
attention to the means which will prevent that, James Mad-
dock will, by practice, completely recover his hearing, and
become a social and speaking being, and no longer be a Deaf
Mute."
The above is my report on the case to the Directors of
the New-York Institution for the Deaf and Dumb, and in-
corporated in their annual report to the Legislature.
During the winter nothing was done for Maddock, but in
the spring and summer of 1820, attention was occasionally
bestowed upon him, to keep his ears in a clean and healthy
state ; and in the autumn his father withdrew him from the
Institution.
Mr. Maddock's letter of thanks to me was annexed, as a
document to the annual report to the Legislature, dated 1st
January, 1821, and is as follows :
[ 304 ]
" Pctcrboro, (Madison County.) T)ec. 8/7i, 1820.
<« Sir. — When on my passage from New-York to Albany,
I thought it my duty to write you on the subject of my son's
recovering his hearing, on my arrival at home. I found a
letter from you requesting such a one from me. Whether
the letter I wrote was such as answered your expectations,
I do not know; but I am now willing to say, that while my
son remained under your care, his hearing y^vx much im-
proved, and I think he can now hear with the left ear as
quick as ordinary persons, but not quite so well with the
other. I must repeat, that I feel myself under the greatest
obligation to you for your attention, and have the greatest
reason to expect that it will produce the most lasting benefit
to my son. I also feel thankful for the advice given in your
letter as to the future treatment of James. I dare not ven-
ture to send him to school, but must needs have him con-
stantly with me. As far as is practicable, I observe the di-
rections you have given, although 1 find it frequently very
burthensome to give that attention to him which is neces-
sary. There can be no question, that there are instances
in which an attention to the ears will remove the cause of
deafness, and the experiment on my son is proof in point.
"We had resorted to many measures recommended by various
persons, without being sensible of any benefit, until he was
placed at the Institution. Mrs. Maddock joins me in senti-
ments of gratitude and respect.
« ROGER MADDOCK.
« To Dr. Samuel Jlkerly, Physician to the
JV. Y. Institution for the Leaf and Dumb."
" The original letter, from which the foregoing was co-
pied, has been examined by me, and is now in the possession
of Dr. Akerly.
« SAMUEL L. MITCHILL,
" Prcs'dt. of the Institutionfor the Deaf and Dumb.
"New-York, 17th Feb. 1831."
[ 365 ]
George Holkios, another one of the Deaf and Dumb pu-
pils, was cuieil of a long standing diseharge from the ears,
but his hearing was not restored.
Among the eases of nervous deafness, often so distressing
and so difficult to cure, the following may claim a place.
The certificate was sent to me with an apparent intention to
have it published in the newspapers, which, however, 1 have
declined.
" This is to certify to whomsoever it may concern, that I
have been very much relieved of hardness of hearing, by Dr.
Samuel Akerly, Physician to the New- York Institution for
the Instruction of the Deaf and Dumb. Being on the point
of departure for Europe, and feeling grateful for the benefit
I have received, I take the liberty of making it publicly
known, that others similarly situated may know where to
seek and find relief. I have been deaf for nearly four years,
occasioned by a cold, and my hearing was so bad that I could
not hear ordinary conversation, and therefore avoided com-
pany, as I had no inclination to speak when I could not hear
what was said. I could not hear a watch tick, unless when
close to my ear, and now I can hear it held in my hand at the
distance of two feet. My deafness was of that kind, that
the Physicians whom I consulted called nervous deafness,
attended with dryness of the ears and noise in the head.
« E. BEMENT.
"New-York, 21st July, 1820."
The method of giving advice at a distance, may be ascer-
tained by the following letters, in answer to applications for
relief.
New-Fork. Ith September, 1820.
Dear Sir,— It is impossible to determine the proper re-
medy applicable to Miss P 's case of deafness, without
further information than that communicated. She has writ-
ten for medicine, under the impression that deafness is the
same in all persons, and that the same remedy is applicable
to all cases. She will be undeceived in this particular, if
I 366 j
you enclose to her my circular. I am not in the practice of
preparing medicines, and sending them oft, to be applied to
cases of deafness indiscriminately. In other cases oi disease
good remedies sometimes fail for the want of their judicious
application ; so they may in deafness. It is not only the re-
medy, but the particular application and met bod ol using it,
that constitutes its value ,• and, by daily observation, to know
how to modify it, so as to suit the circu distances of the case
as they occur. With the same remedy a patient might de-
ceive himself, for a want of the knowledge of the object in
using it, or, in medical language, of the indications of cure.
In some cases, however, where the patient eould not leave
home, I have been consulted, and explained my method of
applying the remedies to a Physician near the patient, who
was informed of the prescriptions, and who was to apply
them. But the want of apparatus and instruments, and
practical dexterity, are apt to put both the patient and Phy-
sician out of patience, where he has not devoted himself to
the subject. I would rather, both on my own account, as
well as for the greater certainty of relief, have the personal
attendance on the patient.
You may state to Miss P , that there are three princi-
pal kinds of deafness, ail of which have more or less variety
and modifications. If you propose the following queries to
her, I shall be enabled, on receipt of her answers, and a con-
sulting fee, to give such an opinion on the case as 1 believe
will be agreeable and satisfactory to her.
How long have you been deaf?
Was it caused by a cold, or sickness, or sore throat ?
"What is the degree of hearing left ?
How far off* can jou hear a watch tick ?
Can you hear a watch tick when held in the mouth ?
Required the age and general state of health.
Have you ever had gatherings in the ears ?
Are you troubled with ear-ache ?
Do you wear a cap or ribband over the ears ?
Are you troubled with cold feet ?
[ 367 J
i>o you lake snuff?
What colour is the moisture or wax in the ears I
Arc you liberal in the use of strong tea or coffee ?
Docs the wax in the cars dry on the passage, and become
scaly ?
I am, Sir, respectfully yours, &c.
SAMUEL AKERLY.
To Mr. D , of Virginia.
New-York, 1st November, 1820.
Sir, — Your case of deafness is one of those called nervous,
and is more difficult to cure than those which arise from
hardened wax, or a running of matter from the ears. Both
of these I can cure in a given time j but in the former there
is greater variety and diversity, and consequently the time
required to produce a salutary effect, cannot be at first as-
certained. Practical experiments, under the care of a ju-
dicious Physician, must determine the probable time that the
remedies I shall propose will take to produce the desired
effect. I have reason to believe, that a favourable impres-
sion may be made upon your organs of hearing ; but perse-
verance and steady attention will be required, and it may
take more than the whole of the warm season of 1821. Let
me not discourage you, however, by unfortunate anticipa-
tions — though if I should promise you a hasty or certain
cure, I should do you and myself injustice. If the object to
be obtained is at all desirable, it is not the less valuable if it
arrives slowly and gradually. I know there is a difficulty
in commanding the attention and perseverance of a patient
in the application of remedies to a chronic disease, and such
nervous deafness must be considered ; but as hearing is so
essential to our social existence, I trust that the means will
be perseveringly applied. Warm weather being the best
season to apply the remedies, you should not begin till next
spring. I feel encouraged, from your good state of health
and the strength of your constitution, in having entirely
overcome the paralytic affection. The nervous debility
I 36ft ]
which yet adheres to the organ of hearing, may possibly be
removed by the following means.
These means may be considered as, 1st, External reme-
dies — 2d, Internal remedies — 3d, Agents for the application
of these remedies — and, 4th, Things to be avoided.
1. External remedies.
The external remedies are those which may be usefully
applied to the external ear. The object to be obtained by
them in your case, is, to produce an excitement or an action
upon the surface in the neighbourhood of the external e. r,
and thereby relieve that internal action of the blood vessels
which causes the distressing noises in your head. These
arise from arterial pulsations in the internal ear ; and as
blisters and sinipisms in other diseases relieve by producing
a determination to the surface, so may the external reme-
dies I shall propose relieve that internal action which pro-
duces tinnitus auriutn. For this purpose, I have used tinc-
ture of soap, eau de Cologne, spirits of camphor, tincture of
cuntharides, and oliaters.
The tincture of soap may be used daily to wash the cars,
and have it well rubbed on behind them, on and about the
petrous portion of the temporal bone. The eau de Cologne
and spirits of camphor uiaj be used in the same way. But
if the parts should become accustomed to their stimulating
effects, the tincture of eantharides will excite more action,
and if repeated, even draw a blister. A blister may be occa-
sionally applied behind the ears, alternately with the other
applications.
2. Internal remedies.
By internal remedies, I do not mean those which are to
be taken into the stomaeh, but such as are applied to the
ears by means of a syringe through the meatus auditorius.
Our object here is to act upon the relaxed and torpid organs,
by injecting into the ears mildly stimulating and oleaginous
preparations. Among those which I use, I send you a sam-
ple of the three best for nervous deafness, and the recipe by
which they are prepared. Either of these may be used with
[ 3G9 J
advantage, by injecting them into Ibe ears daily with a small
ivory syringe, and then cleaning 'hem out after the manner
herein directed, with eolton on a probe. I would prefer
your using these internal remedies as follows :
The materials of No. 3 separate on standing still, and
should he shaken togclher before use. In the evening, drop
into the ears eight or ten drops of this mixture, and stop
them up with wool, so that it does not run out at night when
in bed. f n the morning syringe with No. 1 or 2, and elean
them out, and leave the ears open during the day, to have
the benefit of sounds, unless the weather should be cold and
blustering, when they must be guarded with wool.
3. Jlgents to apply the remedies.
The Crst of these is a small ivory syringe. The head
should be inclined on a table ; the injeetion blood-warm,
poured into the passage of the ear. and then the syringe ap-
plied and worked gently for a minute or two. The head may
be then quickly tinned over a spitting box, and the injection
suffered to escape. In using the syringe, care should be ta-
ken not to use it too long or too forcibly, as injury may arise
from the violence, causing dizziness or vertigo as the first
effects.
The next operation is to clean the ears out with a probe.
For this purpose I have short probes, about two and a half
inches long, with one end of an octagonal shape, that they
may be easily turned in the fingers. The end introduced
into the ear is guarded with cotton rolled on, and projecting
a quarter of an inch beyond the metal, so that when it is
turned around to clean the sides of the passage, the hard sub-
stance does not come in contaet with the delicate membra-
nous lining of the passage, or of the drum of the ear. When
the cotton becomes wet, it is to be removed and renewed.
Cotton is most frequently used to stop the ears, to guard
them from cold ; but I prefer wool, as it is a non-conductor
of heat, and consequently keeps the cars warm, whereas
eotton being a good conductor of heat, causes it to escape,
Xx
I 370 ]
and is therefore not so good as wool for our purpose. Cot-
ton should only be used to clean the ears. I enclose you a
probe armed with cotton, more clearly to explain the method
of using it.
4. Things to be avoided.
Every thing that produces excitement, or a determination
of blood to the head, increases the noise in the cars. Aio-
lent exercise, a full meal, liquors, strong tea and coffee, have
an effect upon the nervous system, and are therefore to be
used in moderation. Electricity is recommended by some
authors in nervous deafness, but my practice confirms me in
a contrary opinion. I would advise you not to employ it as
an agent in your cure.
The result of the puncture of the tympanum in one of
your ears is sufficient, I hope, to deter you from a similar
operation in the other. Yours is not the only case I have
seen in which it has been unsuccessful. Wright, a late
English author on Deafness, condemns the practice, and
says that it universally fails, though it has been recom-
mended by Astly Cooper, a celebrated Surgeon of London.
The rigidity of the scar formed on the drum by the healing
of the puncture, will render that ear less susceptible of im-
provement.
Now, Sir, after this detail of proceeding under the differ-
ent remedies proposed, ccc. I will state how you may make
a daily use of the means. I suppose the climate at New-
Orleans will allow you to commence in March, though it
would not here until the latter part of April, or first of May.
Begin then as follows : — At night on going to bed, let
your wife, or some one else, drop into your ears eight or ten
drops ot the injection No. 3, and then stop them with wool.
In the morning when you rise, wash the auricles (ears)
and behind them, by the aid of a sponge, with either of the
four liquids mentioned under the head of external remedies.
This operation you can perform yourself, and will take up
no more time than washing the hands and face. If you
[ 371 ]
should apply a blister, let it be at night, and of course the
other applications would be omitted till the blister was
healed.
After breakfast, your Physician will remove the wool, and
fill the ears with injection No. 1 or 2, warmed. Then after
syringing and emptying the contents, let him wipe them out
elean with the probe armed with cotton, as above stated.
The ears are then left open and clean for the services of the
•lay, and the means are again applied at night. These are
the remedies and means that, from my view of your case,
are calculated to give you relief. I have endeavoured to be
explicit, as you requested; but if I have not been so, I hold
im self ready to supply any thing omitted, or to answer any
•suggestion which the ease may give rise to, either to your-
self or your attending Physician.
I am, with respectful consideration,
S. AKERLY.
To Mr. S , New -Orleans.
New-Fork, May 1st, 1821.
Sir, — I have received your letter, requesting an opinion
whether it is possible to restore to hearing and speech a
person who is Deaf and Dumb, and also whether a person
so restored has a finer sense of hearing than people in gene-
ral ? and if so, what encouragement can be given in relation
to your son, who is Deaf and Dumb ? — These questions, I
perceive, are suggested by a paragraph which has appeared
in our newspapers, copied from a French paper, as follows :
" The Journal, the narrator of the muse, relates a circum-
stance highly important for humanity. It states, that a
young Physician had just discovered (October, 1820) a me-
thod of restoring both hearing and speech to the Deaf and
Dumb, and had tried it with full success upon two individu-
als of this description. The editor adds, that the two youths
who had just experienced the efficacy of the operation, have
a finer sense of hearing than persons in general." Parental
[ 372 ]
anxiety has prompted these questions, and I will endeavour
to answer them, though you may pot be perfectly satisfied
with the replies. But I would warn you not to be too san-
guine, nor to expect miracles from the operation of natural
causes. The first question I would answer in the affirmative,
and the second in the negative. As to your son, the answer
would he hypothetical, and I should therefore decline an opi-
nion till I became acquainted with all the circumstances
connected with his deafness. I shall state the facts which
have led me to these opinions.
1st. Is it possible to restore to hearing and speech a per-
son who is Deaf and Dumb ?
I answer, yes. In some cases it is possible, though not in
all ; but those cases cannot be determined a priori. A num-
ber of Deaf and Dumb persons have been restored to hear-
ing in England and France, as may be seen by consulting
Wright on Deafness, and Curtis on the Diseases and Physi-
ology of the Ear, as well as the writings of M. Itard, Phy-
sician to the Deaf and Dumb Institution in Paris, to be
found in the Journal des Science Medicale.
2d. Has a Deaf and Dumb person, after being restored to
hearing, a finer sense of sound than others ?
I answer, no : for instead of being more delicate, it is at
first a painful sensation, as you may well imagine, when a
person is introduced to the noise and tumultuous sounds of
active life, after having been excluded from them by a defect
in hearing. Loud and shrill sounds are generally distressing
to all who can hear, and particularly so to the Deaf and
Dumb, or other persons who have been hard of hearing,
when the sensation is returning. The principle is the same
when the cataract is removed for blindness. The person
operated upon can see, but the sensation is so new and pain-
ful, that it excites inflammation, and he must be shut up in
a dark room, that light may be gradually introduced to an
organ unaccustomed to it.
[ 373 ]
-I. As to your son, you must give me a detail of his case,
ami let oic examine tht ears. Where children are horn
deaf, there is a probability of some organic defect, and less
chance of restorer ion, though some such have heen restor-
ed ; hut many children become deaf from sickness, and mav
he helped. Some of (lie Deaf and Dumb have a partial sense
of hearing, hut not sufficient to cnahle them to articulate
distinctly. Deafness in them, as in others who are only
hard of hearing, has arisen from various causes, sis, measles,
scarlet fever, small-pox, dropsy in the head, foreign sub-
stances in the ear, gatherings, running from the ears, har-
dened wax, no secretion of wax, ece. I make three great
divisions of the diseases of the ear, viz. nervous deafness,
otorrhoza, or running from the ears, and deaf ness from har-
dened wax, all of which have their varieties, and are to be
treated differently.
As to the paragraph from the French paper above quoted,
it appears, that an operation first performed by Surgeon
Cooper, of London, and frequently repeated in England, has
at length reached the interior of France, and comes out as
something new. The puncture of the tympanum, or drum
of the ear, was suggested by Mr. Cooper some time ago, in
cases where the Eustachian tubes were obstructed ; and im-
mediately after the operation, the person had a painful sen-
sation of hearing, as in eases of seeing, after the depression
or extraction of the cataract. So it appears from the rela-
tion of the French cases. But experience in England has
proved, that this operation is not to be depended upon, or
has been performed in improper cases * for the result is, that
although hearing follows the operation, deafness again en-
sues, and the person operated upon is worse afterwards. I
have seen two such eases here, where the persons were ope-
rated upon by a celebrated Surgeon of our own country..
The punctured tympanum closed, and leaving a rigid scar
upon the drum, the hearing was finally impaired instead of
being improved. Another account which I have seen in
our papers, stated, that the Deaf and Dumb children ope-
[ 37* J
rated upon by the French Surgeon, began immediately to
speak. This is fallacious, and totally impossible. How can
a person never accustomed to sound, understand an arbi-
trary impulse of the breath, which to him would have no
more meaning than the whistling of the wind ? Sounds,
signs, and symbols, have no meaning except by convention
or association. The child, therefore, who, having been Deal'
and Dumb, is restored to hearing, must be taught to speak
slowly and gradually, as other children arc taught, before
he can understand letters, words or sounds spoken by an-
other. If it were otherwise, what language would the child
speak ?
I am, dear Sir, respectfully yours, &c.
SAMUEL AKERLY.
To Mr. JL , Ulster County, JV. York.
In conclusion, Dr. Akerlt would observe, that there are
some affections of the Ear which he ean certainly cure,
some which he can only relieve, and some which he cannot
cure. He pretends to no infallibility — he uses no secret re-
medies — he imparts to other Physicians his means and me-
thod of applying them. The merit lie claims, is derived
from practice and attention to this peculiar class of diseases,
to which he has been led by his connexion with, and as one
of the Directors and Physician to, the New-York Institution
for the Instruction of the Deaf and Dumb.
The Engravings for this work have been executed prin-
cipally by Mr. Wm. P. Morgan, on wood. The high style
of their execution will speak loudly in his praise, though we
must not forget to name his master, Dr. Anderson, who
engraved about sixty of the figures. The sickness of Mr.
Morgan has delayed the publication of this work, which has
been some time ready for the press ; and now on its com-
pletion, the meed of praise is justly due to the master and
his pupil, whose engravings on wood are little short of cop-
perplate.
©(QOTMT1 1
■j *
Address of the Directors to the Public,
Report of the Committee of Instruction to the Directors,
Introductory Observations addressed to the Committee of Instruction,
Deaf and Dumb Alphabet,
The Alphabet without the Manual Signs,
Monosyllables of three letters represented by sensible object
Objects w^hout their names,
Names without the objects, . . . .
The articles prefixed to the names of the preceding objects,
Adjectives qualifying the preceding substantives,
The quality of the substantive affirmed by the verb to be,
Words of four letters represented by sensible objects,
Objects without their names,
Names without their objects,
Preceding words used in short sentences,
Man and his Correlatives,
Parts of the human body.
Pronouns employed in short sentences,
Verbs expressive of some of the first necessary actions of life
Words of five letters represented by sensible objects,
Objects without their names, ....
Names without their objects, ....
Preceding nouns in the singular and plural,
Articles of clothing,
Exercises on verbs in different tenses,
Words of six or more letters represented by sensible objects,
Objects without their names,
Names without their objects,
Food, drinks and their kinds,
Household and table furniture,
A house, its parts and materials,
Promiscuous Exercise,
Numbers, ....
Compound words represented by sensible objects,
Objects without tlieir names,
Names without their objects,
A school and its appendages,
Meals and their parts,
A year and the seasons,
Water and its conditions,
Wind and weather,
Verbs in the present, past and future,
Prepositions, with a cut to explain them
CONTENTS.
I' IQI .
Adverbs
Conjunctions, 1. r >8
Promiscuous Exercises, 160
Vessels and their kinds, 1**',
Vessels and their parts, 168
Promiscuous Exercise, 169
Exercise on colors, 170
States of being, 175
A church and its parts, 17".
Materials of dress 180
Employments and trades, * . . 181
Tools and instruments, 185
A city and its parts, ......... 187
Conjugation of verbs, . . . . . . .190
Verbs in the infinitive mood, 197
Words in opposition or contrast, 202
Derivation, 204
Degrees of comparison, 206
Formation of the plural, 210
Masculine and feminine gender, 215
Exercises on domestic animals, 221
Interrogation, or manner of asking questions, .... 23.'i
Abbreviation of words, . . . . . - . . 246
Ellipsis in sentences, 250
Quarters of the globe and nations, 258
Exercise on the words animals, beings, things, objects and kinds, . 260
Animals classed, ... 264
First class of animals, quadrupeds, 266
Second do. birds, 272
Third do. amphibious animals, .... 280
Fourth do. fishes, 282
Fifth do. insects, , . 289
Sixth do worms, 298
The vegetable kingdom, 298
No. 1. — Arrowsmith's work on teaching Deaf Mutes, . . . 323
No. 2. — A. O. Stansbury's signs for numbers, .... 324
No. 3. — Notice of the infancy of Massieu, 329
No. 4. — J. R. Pereyra, a teacher of the Deaf and Dumb, in 1747, . 343
No. 5. — Explanation of the map of the ear, .... 355
No. 6. — On the nature and treatment of diseases of the ears, . 361
